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Mr.  Benjamin  F.  Smith, 

the  Principal  of  Perkins 

who  contributes  an  important 

article  on  what  is  new  in 

mathematics  on  page  13 

of  this  ''Lantern". 

COVER  PHOTO:  Perkins  pupil  learning  to  use  Sterns  Arithmetic  Materials. 

132nd  Year— Calendar  of  Events 



Term  begins 


Student  Council  investiture — Allen  Chapel 

7:30  p.m. 



Religious  Retreats  for  Upper  School  pupils 


Director's  Annual  Reception  for  the  Staff— 

Hollowell  House 

8:00-10:00  p.m. 


Parents  and  Teachers  Joint  Meeting — Dv/ight  Hall 

8:30  p.m. 



Directors'  Memorial  Exercises— Dwight  Hall 

3:00  p.m. 


Annual  Meeting  of  the  Corporation— Staff  Lounge 

2:00  p.m. 


Third  Annual  International  Week 


Thanksgiving  Recess  begins  at  noon 

Christmas  Carol  Concerts— Dv/ight  Hall 




3:30  p.m. 



8:00  p.m. 



8:00  p.m. 

(Concerts  on  Sunday  and  Tuesday  are  for  the  genera 

1   public;   Friday 

Concert  is  for  parents  and  Perkins  staff.) 


Christmas  recess  begins  at  noon 


Offices  closed 




Classes  resume 



WITH  ALL  OUR  pupils  at  home 
during  the  summer  months, 
the  September  issue  of  The  Lantern 
customarily  concentrates  on  the  ac- 
tivities of  the  staff,  particularly 
those  who  are  "eleven-monthers" 
in  contrast  to  the  fortunate  "nine- 
monthers"  who  leave  the  campus 
in  the  middle  of  June  and  are  rarely 
seen  before  September. 

However,  early  June  saw  much 
student  activity  including  final  ex- 
aminations and  for  the  seniors  the 
awarding  of  their  diplomas. 

Commencement  Week,  June  10-15 

Last  year  in  celebration  of  sev- 
eral anniversaries,  we  had  a  night 
at  the  Boston  Pops  for  the  Upper 
School  at  Perkins  expense.  This 
year,  with  nothing  unusual  to  cele- 
brate, we  also  had  a  night  at  the 
Pops  but  it  was  "Dutch  treat." 
Most  of  the  older  pupils  attended 
and  many  of  the  staff.  After  this 
had  all  been  arranged,  we  received 
an  unexpected  gift  of  fifty  tickets 
to  the  Pops  for  Saturday,  June  8, 
from  our  good  friends  at  radio 
station  WCRB,  Waltham.  These 
were  also  greatly  enjoyed.  As  usual 
the  Watertown  and  Newton  Yacht 
Clubs  invited  our  pupils  for  cruises 
on  the  Charles  River.  We  are  par- 
ticularly happy  over  these  annual 
outings,  for  the  Charles  which 
flows  along  our  southern  border 
and  whose  banks  we  follow  closely 

whenever  we  drive  into  Boston,  is 
not  as  familiar  to  our  youngsters  as 
we  could  wish. 

Graduation  this  year  was  a  two- 
day  affair.  On  Thursday  morning 
we  had  our  final  assembly  in 
Dwight  Hall  and  graduated  the 
sixth  grade.  For  all  except  our 
seniors  and  the  chorus,  the  vaca- 
tion then  began. 

Commencement  Day 

Last  year  the  Trustees  shared  in 
our  celebrations  by  inviting  the 
seniors  and  their  parents  to  lunch- 
eon just  before  the  Graduation  ex- 
ercises. In  this  way,  precedents  are 
set  and  this  year's  luncheon  fol- 
lowed the  pattern.  Dr.  Jack  R. 
Childress,  Dean  of  the  School  of 
Education  at  Boston  University, 
gave  the  commencement  address. 
Through  our  two  teacher-training 
programs  our  contact  with  Boston 
University  is  close  and  rewarding. 
Twelve  seniors  received  their  di- 
plomas from  the  President. 

Our  President  Honored 

On  Graduation  Day  we  were 
particularly  happy  to  learn  of  an 
event  that  took  place  at  other 
larger  graduation  exercises  the  day 
before.  Harvard  University  awarded 
its  customary  Honorary  Degrees  to 
some  of  the  great  men  of  our  times 
including  the  distinguished  United 

CLASS  OF   1963 

Front  (L.  to  R.)  Susan  Knight,  Gail  Schmidt,  Marion  Blizard,  Carol  Aldersley, 
Jane  Henderson,  Rear  (L.  to  R.)  Paul  Barresi,  William  Jones,  Charles  Brown- 
ing, Christopher  Bailly,  James  Callahan. 

States  Secretary  of  State  and  the 
stalwart  mayor  of  West  Berlin. 
Also  included  was  Augustus  Thorn- 
dike,  M.D.,  chief  surgeon  at  Har- 
vard from  1929  to  1962,  and  for 
many  years  doctor  to  Harvard's 
football  team.  His  citation  read,  "A 
friendly  and  devoted  Harvard  doc- 
tor whose  skills  have  handsomely 
served  her  sons  at  field  and  clinic." 
Dr.  Thorndike  has  been  President 
of  the  Perkins  Corporation  since 

Alumni  Reunion 

The  Alumni  Association  met  as 
usual  the  day  after  Graduation.  It 

is  now  firmly  established  as  the 
representative  for  both  men  and 
women  following  the  recent  merger 
of  two  associations.  The  group 
met  for  morning  exercises  in  Al- 
len Chapel,  held  business  meetings, 
and  an  enjoyable  banquet.  The  As- 
sociation made  provision  for  hon- 
orary members,  and  named  three 
persons  to  this  membership.  They 
are  Miss  Elsie  H.  Simonds,  former 
Principal  of  the  girls  Upper  School; 
Gabriel  Farrell,  Director  Emeritus; 
and  the  present  Director  who  takes 
this  opportunity  to  express  to  the 
Alumni  Association  his  great  pleas- 
ure at  the  honor  they  bestowed 
upon  him. 

A  Quiet  Summer  on  the  Campus 

This  was  the  summer  when  noth- 
ing much  was  going  to  happen.  In 
1962  there  was  the  Fiftieth  Anni- 
versary of  the  move  to  Watertown, 
the  American  Association  of  In- 
structors for  the  BHnd  met  in 
Miami,  an  International  Seminar 
on  the  Deaf-BUnd  was  held  in 
England,  and  the  International  Con- 
ference of  Educators  of  Bhnd 
Youth  met  in  Hannover.  In  1964 
the  American  Association  of  In- 
structors for  the  Bhnd  is  to  meet 
on  our  campus  in  June,  and  the 
World  Council  for  the  Welfare  of 
the  Bhnd  will  follow  the  American 
Association  of  Workers  for  the 
Blind  into  New  York  City  in  July, 
but  1963 — well,  that  would  be 
quiet  for  a  change. 

So  we  got  around  at  last  to  erect- 
ing a  food  storage  building  near 
the  power  house,  put  in  five  badly 
needed  new  offices  across  the  cor- 
ridor from  the  Director  and  Prin- 
cipal, put  in  new  lighting  in  the 
Museum,  painted  countless  class- 
rooms and  other  areas,  converted 
the  Bridgman  staff  suite  into  a  fam- 
ily apartment,  increased  our  power 
capacity,  improved  the  lighting  in 
eight  classrooms,  renovated  the 
stage  and  curtains  in  both  Dwight 
Hall  and  the  Lower  School  Audi- 
torium, replaced  the  leaky  old 
showers  in  May  Cottage,  rebuilt 
the  Lower  School  Fleche  which  had 
been  damaged  by  lightning,  and  did 
a  vast  amount  of  miscellaneous 
carpentry  and  repairs  to  masonry. 

Conferences  and  Such 

We  also  found  plenty  of  confer- 
ences to  attend,  and  for  good  meas- 
ure, held  a  workshop  of  our  own. 

During  the  winter  months  plans 
were  made  to  invite  a  number  of 
parents  of  our  deaf-blind  children 
to  spend  a  few  days  with  our  stati 
when  the  time  came  for  them  to 
take  their  children  home.  Unfor- 
tunately, we  could  not  accommo- 
date all  such  parents  and  keep  the 
group  small  enough  for  the  type  of 
discussion  planned. 

Nineteen  parents  attended,  in- 
cluding six  fathers,  representing 
thirteen  children.  We  believe  the 
meetings  helped  these  parents  to 
work  more  effectively  with  their 
sons  and  daughters  during  the  long 
vacation.  We  are  encouraged  by 
the  parents'  comments  to  think 
that  such  a  workshop  should  be  a 
regular  feature  of  our  program  for 
educating  our   deaf-blind   children. 

Asian  Trip  in  May 

Before  describing  the  summer 
conferences,  a  report  should  be 
given  of  my  trip  to  Asia  in  May. 
Leaving  Boston  on  Friday  evening. 
May  10,  I  reached  Bombay  on 
Monday  morning  where  I  spent  two 
days  in  discussions  with  officials  of 
the  National  Association  for  the 
Blind,  and  with  Mr.  Jussawala,  the 
recently  elected  Secretary  of  the 
I.C.E.B.Y.  As  always,  the  workers 
for  the  blind  in  Bombay  made  my 
visit  an  extremely  pleasant  one 
even  though  the  heat  was  some- 
what excessive. 

From  India  I  traveled  to  Saigon 
to  discuss  with   Maria  Therese,   a 

^     y   ^^ 


On  the  roof  of  the  U.S.  Army  Special  Forces  Officers  Club  in  Saigon  the  Di- 
rector meets  Lan  and  Quang  and  their  teacher,  Madame  Maria  Therese  Tuyen, 
of  the  Perkins  Teacher-Training  Class  of  1957. 

former  teacher-trainee,  the  educa- 
tion of  two  blind  girls  who  have 
reached  the  limit  of  training  of- 
fered in  their  school. 

The  United  States  Army 
Special  Forces  in  Viet  Nam 

The  personnel  of  the  United 
States  Army  Special  Forces  are  un- 
doubtedly some  of  the  toughest  per- 
sons in  military  service.  Perhaps 
the  toughness  of  their  assignment 
inspires  them  to  humanitarian  acts 
during  their  free  time.  Flowever 
that  may  be,  several  officers  of  the 
Armed  Forces  have  taken  a  keen 
interest  in  the  school  which  Maria 
Therese  has  established  since  she 
went  back  to  her  own  country.  As 
a  result  of  this  interest,  two  Viet- 

namese girls — Lan  and  Quang — 
will  come  to  America  in  August 
and  will  enter  Perkins  in  the  fall. 
These  girls  are  both  orphans  who 
lost  their  parents  in  the  civil  war 
when  they  fled  from  Communist- 
dominated  North  Viet  Nam.  I  had 
an  opportunity  to  visit  with  these 
young  ladies  and  found  them  both 
to  be  bright  little  girls  and  ex- 
tremely charming.  In  due  course  it 
is  hoped  that  Maria  Therese  will 
be  able  to  establish  secondary  edu- 
cation for  blind  girls,  but  there  is 
no  prospect  of  this  happening  in 
the  immediate  future. 

Poh  Lin's  Return 

In  Singapore  I  found  that  Poh 
Lin  had  made  a  good  adjustment 

after  her  two  years  at  Perkins.  We 
now  feel  that  she  can  return  to 
America  to  continue  her  secondary 
education  without  running  the  risk 
of  losing  touch  with  Asian  culture 
and  her  family.  The  plan  is  for  her 
to  return  yearly  to  Singapore  for 
the  three-month  summer  vacation. 
She  is  making  good  academic  prog- 
ress but  her  speech  has  deterio- 
rated. The  staff  of  our  Deaf-Blind 
Department  anticipated  that  this 
might  happen  when  we  limited  her 
initial  stay  to  two  years.  However, 
it  was  wise  for  her  to  return  a  year 
ago  and  find  out  if  she  could  read- 
just to  Asian  ways.  The  Royal  Com- 
monwealth Society  for  the  Blind  is 
cooperating  with  us  in  this  plan, 
and  Miss  Wong  will  return  with 
Poh  Lin  in  September. 

Asian  Conference  in  Kuala  Lumpur 

My  visit  to  Singapore  was  timed 
so  that  I  might  be  present  during 
part  of  the  Second  Asian  Confer- 
ence on  Work  for  the  Blind.  This 
was  the  successor  to  the  conference 
which  I  attended  with  Mrs.  Water- 
house  in  Tokyo  in  1955.  It  was  in- 
deed encouraging  to  see  the  large 
growth  in  work  for  the  blind  which 
has  taken  place  in  the  interim. 
There  were  representatives  of  sev- 
enteen Asian  countries  present. 
Among  the  delegates  was  Miss 
Lucy  Ching  from  Hong  Kong,  Mrs. 
Swaran  Ahuja  of  India,  Mrs.  Mary 
S.  Lee  and  Mrs.  Choo  Kook-Hee 
from  Korea,  all  of  whom  had  at- 
tended our  teacher-training  course. 
There  were  also  a  considerable 
number  of  persons  who  had  visited 
Perkins  for  varying  lengths  of  time. 
During  the   first   few   days   educa- 

tional problems  were  discussed, 
and  I  was  present  for  these  talks 
which  concerned  mainly  an  inte- 
grated program  for  education  get- 
ting underway  in  Malaya. 

Hong  Kong  and  Taiwan 

Anticipating  that  the  heat  in 
South  Asia  would  be  excessive, 
which  it  was,  my  plans  called  for 
a  comparatively  leisurely  return 
across  the  Pacific  including  stops  in 
Hong  Kong,  Taiwan  and  Japan.  In 
Hong  Kong  I  was  entertained  by 
the  staff  of  the  Hong  Kong  Associ- 
ation for  the  Blind,  the  Department 
of  Public  Welfare,  and  the  Eben- 
ezer  School  for  the  Blind,  and  dis- 
cussed the  problems  of  two  stu- 
dents from  Hong  Kong  currently 
enrolled  at  Perkins.  In  Taiwan  I 
was  able  to  visit  the  facilities  of 
the  Committee  for  the  Blind  of 
Taiwan  where  John  Huang,  a  for- 
mer teacher-trainee,   has   been   ac- 

(Continued  on  page  10) 

Major    Furman,    U.S.    Army    Special 
Forces  in  Saigon  with  Lan. 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



This  was  the  theme  of  the  convention  of  the  American  Association 
of  Workers  for  the  Blind,  held  in  Seattle  this  July.  It  is  a  challenge 
which  faces  all  workers  for  the  blind,  but  it  is  perhaps  particularly 
important  to  educators  whose  clients  have  most  of  their  lives  still 
ahead  of  them. 

In  preparing  blind  boys  and  girls  for  adulthood,  our  predecessors 
worked  very  much  in  the  dark.  They  rarely  knew  what  jobs,  if  any, 
would  be  available  to  their  graduates.  They,  and  their  pupils,  could 
only  hope  that  within  a  tolerable  length  of  time  after  leaving  school, 
someone,  somewhere,  would  offer  them  positions.  All  too  frequently 
no  one  did. 

More  recently,  and  particularly  since  World  War  II,  conditions 
have  changed.  Pupils  and  consequently  educators  too,  have  "never 
had  it  so  good."  It  has  not  been  a  question  of  whether  graduates  would 
find  work,  but  of  making  sure  they  sought  out  and  found  the  best  jobs 
possible.  The  temptation  is  sometimes  strong  to  settle  for  relatively 
unchallenging  employment.  As  dark-room  technicians,  for  example, 
our  pupils  can  find  security,  adequate  pay,  a  minimum  challenge,  and 
little  chance  of  advancement. 

On  the  whole,  however,  bUnd  pupils  have  responded  admirably  to 
the  changes  which  the  past  years  have  brought.  Like  other  Americans, 
most  of  them  want  the  best  out  of  life,  and  are  wilhng  to  work  for  it. 

Preparing  pupils  for  these  new  opportunities  has  not  always  been 
easy,  but  there  have  been  no  insuperable  barriers.  Mobility  has  in- 
creased in  importance  to  the  Blind.  College  standards  are  sometimes 


more  exacting.  Blind  employees,  being  no  longer  such  rare  oddities  as 
they  were,  have  to  produce  more  competitively. 

Judging  by  the  resulting  employment  of  our  graduates,  these  chal- 
lenges have  been  fairly  met. 

Now,  as  always,  we  face  an  unknown  future,  and  it  challenges  us. 
We  enjoy  some  benefits  denied  our  predecessors.  The  inevitability  of 
change — and  change  as  a  rapidly  accelerating  rate — is  clear  to  us 
all.  Whatever  conditions  will  prevail  in  the  lifetime  of  our  present 
pupils,  they  won't  be  the  same  as  they  are  now  in  1963.  We  are  at 
least,  forewarned.  Society  has  never  had  so  much  information  avail- 
able to  it  as  it  has  today. 

Several  trends  are  apparent.  First,  technology  will  rule  our  lives 
more  completely  as  each  decade  rolls  by.  New  curricula  in  mathe- 
matics and  science  are  already  under  study,  as  our  Principal,  Mr.  Ben 
Smith,  reports  elsewhere  in  this  LANTERN.  Secondly,  communica- 
tion between  peoples  is  rapidly  becoming  more  important,  not  only  for 
culture  and  commerce,  but  perhaps  also  for  the  survival  of  our  civili- 
zation. Improved  techniques  for  teaching  modern  languages  have  al- 
ready been  introduced.  Thirdly,  both  for  satisfying  lives  and  also, 
again,  perhaps  for  our  survival,  interpersonal  relations  are  becoming 
more  vital.  Increased  understanding  of  each  other  must  outrace  tech- 
nology. Parents,  teachers,  and  pupils  must  pull  closer  together  to 
provide  the  cUmate  of  feeling  in  which  the  tensions  of  technological 
unemployment,  racial  restrictions  and  ideological  strife  can  be  eased. 
At  Perkins,  we  are  expanding  our  Guidance  and  Social  Service 
Programs,  at  this  time. 

No  one  knows  just  what  today's  Johns  and  Marys  will  be  thinking, 
feeling  or  doing  in  future  years.  This  is  true  for  all,  whether  handi- 
capped physically  or  not.  Whatever  educational  plan  is  offered  the 
youth  of  today,  we  must  offer  our  blind  pupils  as  well.  While  minority 
groups  rarely  are  privileged  to  be  pioneers  themselves,  we  can,  and 
must  keep  abreast  of  the  most  advanced  educational  theories.  Pro- 
grammed instruction  has  much  to  offer  us,  perhaps  more  to  blind 
children  than  to  seeing  ones.  Here  too,  studies  are  underway. 

The  challenges  we  all  face  are  deeply  personal.  We  can  meet  change 
with  fear,  or  with  courage.  We  can  resist  it  or  welcome  it.  We  must 
educate  our  youth  to  accept  the  new  with  critical  but  open  minds. 
Imagination  and  resilience  can  in  some  measure  be  cultivated. 

Schools  for  the  Blind  have  come  a  long  way  from  the  3  Rs.  Some- 
times, looking  ahead,  the  road  has  seemed  impossibly  steep.  In  retro- 
spect, it  proved  passable  and,  for  the  most  part  pleasant.  We  cannot 
tell  if  the  road  ahead  will  be  steeper  and  rockier,  but  we  can  prepare 
blind  youth  to  use  all  their  human  resources  to  the  fullest.  History 
shows  they  will  respond  magnificently. 

Edward  J.  Waterhouse,  Director 

Kook  Hee  Choo  was  also  a  member 
of  the  Perkins  Teacher- Training  Class 
of  1957.  Now  active  in  Special  Educa- 
tion in  Korea,  she  was  a  delegate  to 
the  Second  Asian  Conference  on  Work 
for  the  Blind  in  Kuala  Lumpur,  Ma- 
laya, May  1963. 

tively  engaged  for  the  last  six  years. 
Actually  John  Huang  was  not  at 
home  since  he  was  studying  in 
Japan  where  I  saw  him  later. 

Deaf -Blind  Child  in  Japan 

We  had  learned  of  a  deaf-blind 
child  in  Fukuoka,  the  southernmost 
of  the  Japanese  islands.  An  Amer- 
ican missionary  read  about  Poh 
Lin  in  the  Saturday  Evening  Post 
and  sought  advice.  In  such  ways  do 
ripples  of  activity  spread  out  from 
Perkins  to  the  remotest  parts  of 
the  globe.  In  Fukuoka  I  discovered 
that  this  child,  who  had  been  born 
without  eyes  and  abandoned  by  his 
parents  at  birth,  was  receiving  vir- 
tually no  attention  other  than  food 
and  board  in  an  orphanage  because 
he  was  believed  to  be  an  imbecile. 
Fortunately,  it  was  quite  apparent 
that  the  boy  is  of  average  men- 
tality, and  the  fact  that  someone 
who  had  had  experience  with  deaf- 
blind  children  could  give  assurance 
that  the  child  would  benefit  from 
educational  services  has  already 
opened  some  doors  to  him.  He  will 
receive  a  kindergarten  type  of  pro- 
gram and  after  his  progress  has 
been  noted  during  the  next  year  or 

two,  plans  for  his  future  can  then, 
perhaps,  be  more  readily  made.  He 
is  nine  years  of  age. 

In  Tokyo  I  was  entertained  as 
always  by  Mr.  and  Mrs.  Keiji  Sa- 
wada.  Mr.  Sawada  was  a  member 
of  our  teacher-training  program 
just  prior  to  World  War  II.  From 
Tokyo  I  returned  directly  home  on 
June  1. 


Late  in  June  there  was  held  the 
International  Congress  on  the  Edu- 
cation of  the  Deaf  at  Gallaudet 
College  in  Washington,  D.  C.  For 
the  first  time  in  such  a  gathering 
the  subject  of  educating  the  deaf- 
blind  was  discussed.  I  was  respon- 
sible for  collecting  a  panel  includ- 
ing overseas  speakers.  Invitations 
were  extended  to  Miss  Joan  Shields, 
the  Head  of  the  Department  for 
the  Deaf-Blind  at  Condover  Hall 
School  in  England,  and  to  a  dele- 
gate from  Russia  who  failed  to  ar- 
rive. Miss  Shields  was  present  and 
gave  a  good  paper  describing  her 
program.  Prior  to  this  she  had 
spent  a  week  or  so  on  the  Perkins 
campus  revisiting  people  whom  she 
had  met  a  decade   ago  when   she 


spent  a  year  at  Watertown.  Mr. 
Hoff,  Head  of  our  Deaf-Blind  De- 
partment, also  presented  a  paper 
during  this  panel,  and  five  or  six 
other  members  of  our  Deaf-Blind 
Department  were  present.  We  were 
privileged  to  show  a  colorful  ex- 
hibit portraying  the  activities  of  our 
deaf-blind  pupils. 

On  July  4,  I  participated  in  a 
panel  on  legislation  at  the  Annual 
Conference  of  the  National  Federa- 
tion of  the  Blind.  As  Chairman  of 
the  Legislative  Committee  of  the 
A.A.I.B.  and  a  member  of  the  Leg- 
islative Committee  of  the  A.A.W.B., 
I  have  had  frequent  opportunities 
to  consult  with  the  N.F.B.  on  legis- 
lative matters  and  was  happy  to  be 
given  an  opportunity  to  participate 
in  their  deliberations. 

The  A.A.W.B.  met  in  Seattle 
this  year,  and  among  those  present 
were  Mr.  Harry  J.  Friedman,  the 
Manager  of  the  Howe  Press;  Mr. 
Benjamin  F.  Smith,  our  Principal; 
and  the  Director. 


Much  effort  has  been  made  in 
recent  years  to  tell  the  story  of  the 
deaf-blind  to  all  groups  who  might 
assist  them.  Traditionally,  it  has 
been  the  schools  and  agencies  for 
the  blind  who  have  shown  the 
greatest  concern  for  these  doubly 
handicapped  people. 

Some  months  ago  I  was  invited 
to  attend  the  Fourth  World  Con- 
gress of  the  World  Federation  of 
the  Deaf  in  Stockholm  in  August. 
It  is  hoped  that  deaf  people  them- 
selves can  be  encouraged  to  partici- 

pate in  programs  for  the  deaf- 
blind.  Here  again  we  will  have  an 
exhibit,  and  arrangements  have 
been  made  for  our  motion  picture, 
Children  of  the  Silent  Night,  to  be 
shown  to  the  Conference  and 
probably  also  on  television  during 
the  week  the  group  meets  at  Stock- 
holm. Attending  this  conference  is 
our  distinguished  graduate,  Mr. 
Peter  J.  Salmon,  whose  Industrial 
Home  for  the  Blind  has  for  a  long 

Michiyuki  Horii,  deaf-blind  orphan  in 
Kyushu,  Japan  with  American  social 
worker  Miss  Lenora  Hudson. 


time  been  a  pioneer  group  in  work 
for  the  adult  deaf-blind. 

Wisconsin-New  York-Overbrook 

As  usual,  Mr.  Heisler  is  directing 
a  training  program  for  teachers  of 
the  blind  at  the  Wisconsin  School 
for  the  Visually  Handicapped  un- 
der the  auspices  of  the  University 
of  Wisconsin.  Miss  Cynthia  Essex 
of  our  Lower  School  staff  is  par- 
ticipating in  a  fascinating  project 
at  the  New  York  Institute  for  the 
Education  of  the  Blind  which 
brings  a  small  group  of  blind  chil- 
dren together  to  take  courses 
among  the  cultural,  economic,  and 
political  resources  of  New  York 
City.  Later  she  will  be  attending  a 
workshop  for  teachers  of  arithme- 
tic at  the  Overbrook  School  for  the 
Blind.  In  August  Mr.  Mitchell  T. 
Cohen  will  be  taking  special  in- 
struction in  mobility  at  the  Indus- 
trial Home  for  the  Blind  prior  to 
joining  our  staff. 

Blind  boy  using  soroban  in  Fukuoka, 

As  usual,  a  number  of  teachers 
are  taking  advanced  courses,  gen- 
erally for  the  completion  of  their 
Master's  Degrees,  at  Boston  Uni- 

132nd  Year 

All  of  this  is  in  preparation  for 
our  132nd  year  of  teaching  which 
will  get  underway  shortly  after 
Labor  Day. 


TlV  7]V  TTv  7T^  TTV  Ttv  TjV  7|V  TjV  7]V  TjV  TJV  TlV  TiV  TJ^ 

Trading  Stamps  for  Perkins  Braillers 

For  some  time  now  the  Blue  Chip  Trading  Stamp  Company  which 
operates  in  stores  on  the  West  Coast  has  offered  Perkins  braillers  and 
carrying  cases  in  exchange  for  stamps.  Currently  more  than  150  writers 
and  approximately  40  carrying  cases  have  been  obtained  in  this  way. 

Recently  the  S.  &  H.  Stamp  Company  added  the  Perkins  brailler  and 
the  carrying  case  to  its  offerings,  and  a  number  of  other  trading  stamp 
companies  are  currently  negotiating  with  the  Howe  Press  for  this  purpose. 

Persons  who  wish  to  obtain  braillers  in  return  for  stamps  should  inquire 
of  their  local  stamp  redemption  center  as  to  the  number  of  stamp  books 

Persons  who  do  not  usually  make  use  of  their  stamps  and  would  like 
to  turn  them  in  to  the  Howe  Press  so  that  they  may  be  exchanged  for 
Braille  writers  would  be  rendering  a  good  service.  This  would  be  a  good 
way  in  which  some  special  needs  could  be  met. 


What  Is  Nexv  in  Mathematics 

THERE  has  been  a  great  revolu- 
tion in  mathematics.  All  of 
America  is  beginning  to  awaken  to 
this  fact,  but  those  who  are  in- 
volved with  teaching  mathematics 
are  already  deeply  involved.  We 
are  told  that  anyone  who  received 
their  training  over  fifteen  years  ago 
may  be  steeped  in  mathematical 
learning,  but  their  knowledge  is 
now  obsolete.  We  also  hear  of  al- 
gebra and  geometry  being  taught 
to  children  in  the  fourth  and  fifth 

School  men  realized  early  that 
the  revolution  must  quickly  affect 
mathematics  curricula  from  kinder- 
garten through  high  school,  if 
schools  are  to  provide  for  vital  de- 
fense projects  and  space  research 
enough  men  and  women  trained  in 
the  necessary  kind  and  amount  of 
mathematics.  The  result  was  the 
formation  of  the  Yale  School  Math- 
ematics Study  Group  followed  by 
the  Maryland  group  and  the  Illinois 
group  and  other  less  prominent  in- 
vestigators. These  groups  brought 
together  the  best  trained  mathemat- 
ical minds  from  the  college  level 
with  experienced  grade  and  high 
school  teachers  and  school  adminis- 
trators. Their  task  was  to  write  and 
test  experimentally  at  all  levels 
courses  of  study  in  modern  arith- 
metic and  mathematics. 

This  process  of  writing,  testing, 
and  rewriting  material  has  been 
going  on  now  for  some  five  or  six 
years.  The  various  study  groups 
have  issued  complete  courses  of 
study  or  course  outlines  in  this  new 
mathematics.  Textbook  publishers 
are  flooding  the  market  with  texts 
based  upon  this  tested  and  proven 
material.  So  Susan  and  Johnny  in 

the  third  grade  find  themselves 
studying  sets  and  formulas  and 
ratios  and  diagrams  which  their 
parents  never  encountered  before 
junior  high  school  if  at  all. 

Of  what  significance,  then,  is  this 
mathematics  revolution  to  the  edu- 
cation of  blind  children?  To  begin 
with,  traditional  arithmetic  and 
math  have  proved  very  difficult  for 
many  blind  children.  Part  of  the 
problem  undoubtedly  lies  in  the 
difficulty  of  conveying  effectively 
through  the  touch  those  mathe- 
matical concepts  brought  to  the 
mind  so  easily  through  vision.  Sev- 
eral questions  then  arise.  Will  this 
new  mathematics  be  easier  or  more 
difficult  than  the  old  for  the  bhnd? 
Can  effective  techniques  of  bring- 
ing it  to  blind  children  be  found? 
Which  of  the  many  courses  and 
texts  being  offered  is  most  adapt- 
able? How  can  teachers  of  blind 
children  be  prepared  to  teach  this 
new  math;  for  certainly  they  will 
need  training? 

Even  more  fundamental  than 
these  questions,  however,  is  the 
basic  philosophical  one.  Is  it  neces- 
sary or  important  for  blind  children 
to  be  included  in  this  educational 
revolution?  Today,  from  every  edu- 
cator, from  every  parent,  from 
every  thoughtful  person  the  answer 
must  be,  yes.  Too  many  psycholo- 
gists have  proved  that  blind  chil- 
dren have  mental  and  physical  ca- 
pacities equal  to  those  of  seeing 
ones;  too  many  educators  have 
proved  that  blind  children  have 
equal  potential  for  advance  through 
the  same  educational  and  training 
programs  offered  the  seeing;  too 
many  blind  people  have  proved 
through  scientific  careers  that  they 


can  compete  with  the  seeing  for 
the  answer  to  be  otherwise. 

Important  research  began  three 
years  ago  under  the  sponsorship  of 
the  American  Printing  House  for 
the  Blind  with  a  grant  from  OVR. 
Ten  schools  for  the  blind  have  been 
cooperating  in  this  project,  five  as 
an  experimental  group,  and  five  as 
a  control  group.  Dr.  Andrew 
Schott,  a  pioneer  in  the  develop- 
ment of  modern  arithmetic  and 
mathematics  for  use  in  schools  for 
seeing  children,  lent  his  materials 
and  method  to  the  project  and  has 
participated  in  it  as  consultant. 

One  of  the  fundamental  princi- 
ples in  the  new  arithmetic  and  math 
is  that  the  child  should  be  led  to 
understand  thoroughly  the  struc- 
tural meaning  of  the  relationships 
of  numbers,  and  that  this  same  un- 
derstanding must  follow  him  as 
he  advances  through  higher  mathe- 
matics. This  is  a  principle  that  was 
often  overlooked  in  traditional 
arithmetic.  Dr.  Schott  seeks  to  im- 
part this  understanding  of  structure 
through  the  use  of  a  form  of  abacus 
which  he  calls  a  calculaid.  This  is 
a  device  for  doing  arithmetical 
computation  concretely  and  in  a 
way  that  gives  understanding  of 
number  structure.  To  accompany 
this  calculaid  Dr.  Schott  has  a  de- 
vice for  recording  computation  ex- 
ercises and  their  answers  known  as 
a  number  aid.  With  a  good  deal  of 
careful  thought  Dr.  Schott  has 
adapted  these  two  devices  for  the 
use  of  blind  children  to  bring  num- 
ber meaning  to  them  through  their 

After  these  three  years  of  experi- 
menting with  the  Schott  materials 
and  devices  in  the  five  schools  some 
preliminary  findings  are  being  cau- 
tiously reported.  During  the  school 

Sterns  Arithmetic  Materials. 

year  ending  in  June  1963  the  stu- 
dents in  the  first,  second,  and  third 
grades  of  the  five  experimental 
schools  showed  advances  in  arith- 
metic mastery  over  the  students  in 
the  control  schools  of  from  24  to  63 

That  the  Schott  system  is  the  best 
one  for  blind  children  has  not  yet, 
of  course,  been  fully  established.  It 
is  not  a  simple  program  to  intro- 
duce. Teachers  must  undergo  an 
intensive  training  program  to  be 
prepared  to  handle  it.  The  calculaid 
and  number  aid  are  awkward  to 
handle  and  little  easier  to  carry 
about  than  an  old  fashioned  type 
slate.  Obviously,  on  the  other  hand, 
it  is  making  a  positive  contribution 
to  the  investigation  of  modern 
mathematics  for  the  blind. 

Perkins  also  has  not  been  idle 
during  this  period  of  revolution  in 
mathematics.  Many  years  ago  Per- 
kins introduced  to  its  students  the 
"so-called"  mental  methods  of  arith- 
metic computation.  This  method 
helped  many  blind  students  to  com- 
pute swiftly  and  accurately  with  a 
minimum  need  for  mechanical  aids 
such  as  type  slates  or  Brailler. 

Three  years  ago,  recognizing  the 
great  need  of  blind  children  par- 
ticularly to  be  well-grounded  in  an 
understanding  of  arithmetic  struc- 


ture,  Perkins  began  to  use  the 
Sterns  arithmetic  materials  in  its 
primary  grades.  The  Sterns  ma- 
terial is  a  set  of  blocks  of  varying 
lengths  including  pattern  boards, 
number  cases,  and  a  number  line 
admirably  organized  for  imparting 
to  children  concepts  of  size  and 
number  as  well  as  a  sound  under- 
standing of  what  is  happening  when 
one  computes.  For  a  number  of 
years  it  has  received  wide  accept- 
ance in  private  and  public  schools 
throughout  the  country.  Its  chief 
virtue  for  blind  children  lies  in  its 
effectiveness  for  those  who  must 
depend  upon  touch  for  conveying 
understanding  to  the  mind.  Another 
great  advantage  of  the  Sterns  sys- 
tem is  the  excellent  manual  which 
makes  it  possible  for  even  the 
novice  teacher  to  do  an  effective  job 
with  her  children  without  special 
training.  Testing  of  the  effectiveness 
of  this  material  at  Perkins  is  still 
fragmentary,  but  does  suggest  posi- 
tive gains  that  are  promising  for  the 

This  year  Perkins  has  conducted 
another  experiment  that  seems  to 
offer  even  more  promise.  In  our 
junior  high  school  department  we 
have  introduced  the  soroban  as  an 
arithmetical  computing  device.  The 
soroban  is  a  form  of  abacus  which 
for  countless  years  has  served  the 
Japanese  people  as  their  main  com- 
puting tool.  Our  version  of  the  soro- 
ban is  small,  Ught,  easily  carried  in 
a  pocket,  and  has  been  especially 
prepared  with  a  friction  pad  so  that 
counters  will  not  slide  away  in  the 
hands  of  a  blind  person.  A  number 
of  our  students  who  found  even  the 
mental  method  of  computation  dif- 
ficult have  learned  to  compute 
swiftly    and    accurately    with    this 

tool.  Almost  all  students  have  been 
able  to  increase  their  speed  and  ac- 
curacy significantly.  In  the  fall  of 

1962  the  psychologist  from  the 
American  Printing  House  tested  our 
students  in  computational  skill  and 
then  tested  them  again  in  June  of 

1963  after  the  soroban  had  been  in 
use  for  eight  months.  The  results 
showed  a  gain  of  25  percent  in 
accuracy  after  learning  to  use  the 
soroban.  These  figures  are  not  con- 
clusive, of  course,  but  taken  to- 
gether with  the  new  confidence  the 
soroban  has  brought  to  many  chil- 
dren, and  with  the  ease  with  which 
it  can  be  carried  from  place  to 
place,  it  may  prove  a  tool  of  arith- 
metic salvation  for  many  blind 
children.  We  will  be  experimenting 
next  year  with  it  in  the  fifth  and 
sixth  grades. 

No  one  is  yet  satisfied  that  we 
have  found  the  best  way  of  bringing 
modern  mathematics  to  blind  chil- 
dren or  even  that  there  is  any  one 
best  way.  A  growing  number  of 
teachers  and  administrators  are  de- 
termined, however,  to  keep  blind 
children  at  the  frontier  of  the  revo- 
lution. With  this  in  mind  the  AAIB 
Superintendents  Section  will  hold 
in  Louisville,  Ky.  a  brief  workshop 
on  the  subject  in  October.  This 
workshop  will  explore  and  attempt 
to  evaluate  all  of  the  experimental 
work  so  far  undertaken  in  behalf  of 
blind  children.  It  may  examine 
other  materials  and  methods  avail- 
able in  modern  mathematics. 
Finally,  it  will  attempt  to  make 
some  recommendations  that  may 
have  far  reaching  implications  for 
the  arithmetical  and  mathematical 
education  of  blind  children  all  over 
the  country. 

Benjamin  F.  Smith,  Principal 


Genevieve  Caulfield  Wins  Freedom  Medal 

On  July  4  of  this  year  President 
Kennedy  instituted  an  Annual  In- 
dependence Day  Honors  List.  The 
thirty-one  men  and  women  who  re- 
ceived the  Presidential  Medal  of 
Freedom  included  twenty-nine 
Americans  and  two  others  (Jean 
Monnet  and  Pablo  Casals).  Most  of 
the  winners  are  world-famous,  in- 
cluding Marion  Anderson,  Ralph 
Bunche,  James  E.  Conant,  Felix 
Frankfurter,  John  J.  McCloy, 
George  Meaney,  Alexander  Meikle- 
john,  Louis  Munoz-Marin,  Rudolf 
Serkin,  Edward  Steichen,  Thornton 
Wilder,  and  Andrew  N.  Wyeth. 

Less  famous,  no  doubt,  but  surely 
no  less  deserving,  Genevieve  Caul- 
field  is  among  the  three  women  on 
the  list. 

As  a  child,  Miss  Caulfield  at- 
tended Perkins,  the  Connecticut 
School  for  the  Blind,  and  Over- 
brook,  from  which  she  graduated. 
All  three  schools  must  be  proud  of 
this  great  honor  which  has  come 
to  one  of  their  girls.  Although  most 
of  her  adult  life  has  been  spent  in 
Asia,  she  has  kept  in  close  touch 

with  both  Overbrook  and  Perkins, 
in  both  of  which  she  did  some  prac- 
tice teaching  before  her  first  visit  to 

Although  Japan  has  probably 
been  the  land  she  has  loved  most 
and  is  the  land  where  she  has  spent 
the  greatest  amount  of  time,  it  was 
in  Bangkok  in  Thailand  that  she 
estabUshed  a  school  for  the  blind — 
a  fine  school  which  serves  as  an  ex- 
ample to  other  Asian  lands.  More 
recently,  she  has  been  active  in  Viet 
Nam  and  the  Philippines.  Several 
years  ago  she  won  a  Magsaysay 
Award  of  ten  thousand  dollars.  The 
Philippines  makes  five  such  awards 
each  year  in  memory  of  their  presi- 
dent. They  go  to  those  who  have 
served  well  the  cause  of  humanity 
in  Asia. 

In  1960  Miss  Caulfield  published 
her  autobiography,  THE  KING- 
DOM V^ITHIN.  This  book  is  fasci- 
nating reading  of  a  life  of  great 
accomplishments.  We  are  happy  in- 
deed that  the  President  should  have 
chosen  her  for  this  well-earned  dis- 

The  1 31  st  Annual  Report 

The  131st  Annual  Report  of  Perkins  School  for  the  Blind  dealing 
with  the  school  year  1961  to  1962  is  available  free  of  charge  to  all 
persons  who  wish  to  receive  it. 

When  requesting  this  Report,  please  indicate  whether  you  wish 
to  be  placed  on  the  mailing  list  to  receive  it  annually. 

Address  your  inquiries  to  the  Director,  Perkins  School  for  the 
Blind,  Watertown,  Massachusetts  02172. 




VOL.  XXXIII,  NO.    1 

DECEMBER   1963 


Their  names  are  Lan  and  Quang,  which  in  Viet- 
namese means  White  Flower  and  Brightly.  The 
story  of  how  they  were  brought  to  Perkins  by 
individual  Officers  of  the  Special  Forces  of  the 
United  States  Army  in  Vietnam  was  reported  in 
the  LANTERN  for  September  1963.  Their  keen 
minds  and  happy  dispositions  have  already  made 
them  well  liked  among  pupils  and  staff.  With 
them  in  the  cover  picture  is  Ruth  Shu-Chung 
Chen  of  T'aichung,  Taiwan,  one  of  this  year's 
teacher-trainee  class. 

These  three  members  of  our  large  Asian  Contingent  played  leading 
roles  in  the  International  Homecoming  festivities  reported  elsewhere  in 
this  LANTERN.  Their  beautiful  national  costumes:  the  brocade  dresses 
of  China,  the  flowing  robes  of  Vietnam   added   color   to   our   campus. 


nd  Year— Coming  Events 





Christmas  Vacation  Begins 




Classes  Resume 



Wrestling   Season   Opens  against  St.  Mark's  School   at 



Mid-Year  Exams 



Washington's  Birthday  Weekend  Begins  at  Noon 



Classes  Resume 



E.A.A.B.  Wrestling  Tournament  at  Hartford,  Connecticut 



Perkins  Athletic  Association 
Annual  Banquet  and  Dance 



Easter  Recess  Begins  at  Noon 



Classes  Resume 




Annual  Open  House— 2:30-4:30  p.m. 


Eighth  Annual  Musical  Festival 
Overbrook,  Pennsylvania 

3ln  iMemonam 


We  wish  to  thank  our  friends  from  Overseas  for  their  letters  of 
condolence,  showing  how  fully  they  share  our  grief  at  the  tragic 
death  of  our  President. 


The  Perkins 

Student  Councils 

highly  regarded  among  our  Up- 
per School  pupils  is  election  to  one 
of  the  two  Student  Councils. 

The  Boys  and  Girls  Student 
Councils  are  identical  in  form  and 
purpose.  They  include  a  represent- 
ative from  each  boy's  or  girl's  cot- 
tage, a  representative  of  the  Junior 
High  pupils,  and  a  President  whose 
election  marks  him  (or  her)  as  the 
chosen  leader  of  the  Boys'  (or 
Girls')  Upper  School.  Each  Coun- 
cil chooses  its  own  Faculty  Ad- 

Although  free  to  combine  in  a 
single  Council  should  they  ever 
wish  to,  the  pupils  have  so  far  pre- 
ferred to  maintain  separate  identi- 
ties, recognizing  that  the  problems 
and  interests  of  girls  and  boys  are 

not  identical.  However,  the  two 
Councils  have  joint  meetings  quite 
frequently  when  matters  of  com- 
mon interest  arise. 

For  almost  twenty  years  succes- 
sive Councils  have  been  meeting 
each  month  with  the  Director.  In 
September  the  new  members  are 
invested  in  a  short  but  solemn  cere- 
mony in  Allen  Chapel.  Here  each 
member  is  presented  to  the  Direc- 
tor for  his  official  approval,  and 
the  Councils  take  an  Oath  of  Office. 
Here  also  the  students  who  have 
elected  them  promise  to  support 
the  Councils  and  to  accept  what- 
ever decisions  they  might  make  for 
the  common  good. 

Recently  the  Councils  drew  up  a 
formal  Constitution.  Here,  in  their 
own    words,    are    the    Purposes    of 

The  Girls  Student  Council  meet  with  the  Director  in  his  office. 

the  Councils: 

1.  To  work  always  for  the  prin- 
ciples and  ideals  of  Perkins 
School  by  promoting  greater 
school  unity. 

2.  To  act  as  the  official  voice  and 
agency  of  the  Student  Body 
in  all  matters  concerning  the 
Student  Body  or  any  part 
thereof;  and  act  as  an  inter- 
mediary between  the  Admin- 
istration and  the  Students. 

3.  To  instill  and  increase  school 
spirit  and  support  of  school 

Through  the  years  the  Councils 
have  been  fulfilling  these  purposes 
and  serving  the  school  well.  From 
them  the  Administration  has  been 
quickly  made  aware  of  trends  in 
student  thinking.  When  changes  in 
the   school   have  come   about,   the 

Councils  have  been  consulted  and 
have  helped  the  Students  to  under- 
stand the  whys  and  wherefores. 

The  Councils  take  their  respon- 
sibilities seriously  and  have  set 
themselves  high  standards  of  per- 
formance. By  their  own  decision, 
Council  members  are  to  be  auto- 
matically dropped  for  failure  to 
obtain  passing  grades  each  term. 

Perkins  School  has  always  made 
heavy  demands  on  its  students,  in- 
sisting on  standards  that  sometimes 
shock  newcomers.  The  Student 
Councils  guard  these  standards 
jealously,  and  are  generally  opposed 
to  any  pressure  which  would  lower 

The  Student  Council  key  or  pin, 
engraved  with  the  owner's  initials, 
is  presented  by  the  School  to  each 
member  on  election.  They  are  worn 
with  pride. 

In  Allen  Chapel  the  Director  presents  insignia  to  the  1963-64  Student  Councils. 
The  members  are:  Carol  Davis  and  Ernest  Anderson,  Presidents,  Phyllis 
Mitchell  (May  Cottage),  Rosalind  Silverman  (Brooks),  Joy  Taranto  (Fisher), 
Charles  Goumas  (Bridgman),  Richard  Gage  (Eliot),  Gilbert  Caron  (Moulton), 
Thomas  Sullivan  (Tompkins),  Evelyn  Penman  and  Paul  Pena  (Junior  High 
Representatives).  Miss  Jane  Lysaght  and  Mr.  Anthony  Ackerman  were  chosen 
by  the  Councils  to  be  their  Faculty  Advisors. 



^^Silent  Night'' 
Wins  a  ''Chris'' 

For  the  second  time  our  film, 
"The  Children  of  the  Silent  Night", 
has  won  a  national  award.  Recently 
it  was  chosen  as  one  of  the  top  films 
out  of  three  hundred  and  fifty  doc- 
umentary and  educational  films  in 
this  year's  Columbus  (Ohio)  Film 
Festival.  The  statuette  which  ac- 
companies this  award  and  which  is 
called  the  Chris,  is  a  reproduction 
in  miniature  of  the  twenty  foot 
bronze  statue  of  Christopher  Co- 
lumbus which  stands  at  the  en- 
trance to  the  City  Hall  in  Colum- 
bus, Ohio.  Our  film  was  one  of 
eleven  to  receive  this  high  honor. 

"Children  of  the  Silent  Night" 
is  a  twenty-seven-minute  color  doc- 
umentary film  which  shows  how 
deaf-blind  children  can  learn  to 
hear  sounds  through  their  finger 
tips  and  eventually  learn  to  speak. 
It  was  filmed  in  our  Deaf-Blind  De- 
partment over  a  period  of  two 
years.  It  had  previously  received  a 
blue-ribbon  award  at  the  American 
Film  Festival  in  New  York  City  in 
1962,  following  in  the  footsteps  of 
our  first  film,  "The  Perkins  Story", 

Mr.  Robert  M.  Campbell  receives 
"THE  CHRIS"  from  Dr.  Peter  A. 
Volpe,  Director  of  Regional  Hospital 
Planning  of  the  Columbus  Hospital 

which  won  the  same  award  in  1959. 
Both  films  have  been  widely  shown 
in  schools,  churches,  to  service 
groups  and  on  television  and  cur- 
rently a  hundred  and  one  copies 
are  in  circulation  throughout  the 

Mr.  Robert  M.  Campbell,  our 
Public  Relations  Consultant  and  the 
producer  of  these  two  films,  is  to 
be  congratulated  on  these  three  na- 
tional awards  which  have  come  to 
him  for  two  outstanding  motion 
pictures.  A  third  film  by  him,  also 
dealing  with  a  problem  of  the  edu- 
cation of  the  deaf-blind,  is  in  pro- 
duction at  Perkins. 

Miss  Caulfield  in  White  House  Presentation 

The  Director  of  Perkins  and  Mr.  Josef  Caufman,  Superintendent  of 
the  Overbrook  School  for  the  Blind  were  Miss  Caulfield's  honored 
guests  at  The  White  House  on  Friday,  December  6,  1963,  when  in  the 
presence  of  Justices  of  the  Supreme  Court,  the  Cabinet,  a  number  of 
Senators  and  Congressman  and  the  Kennedy  family.  President  Johnson 
presented  the  Presidential  Medal  of  Freedom  to  thirty  men  and  women 
of  many  callings. 

Miss  Caulfield's  citation  reads  "Teacher  and  humanitarian,  she  has 
been  for  four  decades  a  one-woman  Peace  Corps  in  Southeast  Asia, 
winning  victories  over  darkness  by  helping  the  blind  to  become  full 
members  of  society." 


The  complex  business  affairs  of  Perkins  are  in  the 
competent  hands  of  J.  Stephenson  Hemphill,  graduate 
of  the  Harvard  Graduate  School  of  Business  Adminis- 
tration, shown  above  v/ith  his  efficient  assistant  Miss 
Verna  Anderson.  An  important  responsibility  of  the 
Bursar  is  the  preparation  of  the  annual  budget  to- 
talling close  to  tvy^o  million  dollars. 

Four  bookkeepers  (shown  below)  handle  the  accounts 
of  the  school  and  the  Howe  Press. 

Left  to  right:  Mrs.  Marie  E.  Menez  and  Miss  Alice  E.  Dougher,  Bookkeepers, 
Miss  Ethel  L.  MacKenzie,  Accountant  in  Charge  and  Mrs.  Jean  MacKenzie, 

Although  several  department  heads  buy  their  sup- 
plies (notably  food),  the  main  responsibility  for 
purchasing  is  in  the  Bursar's  office.  This  engages 
much  of  the  time  of  Mrs.  Helen  B.  Lee  (top)  Secre- 
tary to  the  Bursar  and  Miss  Elizabeth  O'Brien  (top 
right)  Stenographer. 

Speedy  and  accurate  communication,  both  intra- 
and  extra-mural  is  indispensable.  Without  it,  school 
operations  and  services  to  our  pupils  and  teacher- 
trainees  cannot  be  carried  out.  Miss  Lois  L.  Down- 
ing (middle  right)  is  in  charge  of  duplicating  and 

The  recruitment  of  good  personnel,  and  attending 
to  their  pension,  hospitalization  and  when  neces- 
sary their  workmen's  compensation  needs  requires 
trained  workers.  Miss  Margaret  E.  McCloskey 
(lower  left)  and  her  secretary  Miss  Kathleen  Cur- 
ran  (lower  right)  perform  these  important  duties. 

The  entire  business  staff  form  a  hard-working  and 
competent  squad  on  the  Perkins  team. 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



PERHAPS  it  is  natural  that  Christmas,  with  its  universal  message  of 
peace  and  goodwill  to  all  men,  together  with  the  vast  interchange 
of  greetings  which  annually  enmeshes  the  entire  globe  should  seem 
an  appropriate  time  for  some  thought  about  our  worldwide  body,  the 
International  Conference  of  Educators  of  Blind  Youth. 

The  ICEBY  is  young.  Created  in  1952  at  its  first  convention  at 
Bussum  in  the  Netherlands,  it  has  met  twice  since  then  in  full  meet- 
ings at  Oslo  (1957)  and  Hannover  (1962).  It  has  pubhshed  the  pro- 
ceedings of  these  three  gatherings,  each  including  important  Resolu- 
tions. It  has  already  made  a  contribution  to  our  work. 

What  more  can  we  do?  Without  a  permanent  office  or  paid  officials, 
with  even  its  executive  committee  too  widespread  for  occasional  meet- 
ings, its  activities  between  quinquennial  conferences  are  limited  to 
correspondence  and  the  accidental  presence  in  one  place  of  some  of 
its  members. 

In  1963,  a  sufficient  number  of  the  executive  committee  were  able 
to  meet  several  times  to  conduct  some  business.  In  April,  following  a 
meeting  of  the  Technical  Committee  of  the  World  Council  for  the 
Welfare  of  the  Blind,  a  meeting  was  held  in  Paris  which  was  a  direct 
outcome  of  resolutions  passed  at  Hannover. 

This  was  attended  by  representatives  of  the  major  manufacturers  of 
educational  equipment  for  blind  pupils.  Some  progress  was  made  in 
understanding  the  most  pressing  needs  and  a  plan  outhned  which 
through  the  aid  of  Lions  International  and  CARE  will  hopefully  place 


large  quantities  of  arithmetic  equipment  and  braille  slates  in  the  hands 
of  blind  children  in  the  emergent  countries.  A  pilot  project  is  already 
under  way  in  one  country.  More  information  on  this  plan  will  be  pub- 
lished soon. 

In  May,  at  the  Second  Asian  Conference  on  Work  for  the  Blind, 
held  in  Kuala  Lumpur,  a  sufficient  number  of  educators  were  present 
to  discuss  the  problem  of  an  ICEBY  periodical.  Approval  was  given 
to  a  plan  which  the  Chairman  and  the  Secretary  had  discussed  a  few 
days  earlier  in  Bombay.  It  is  hoped  that  once  or  twice  a  year  a  mimeo- 
graph pamphlet  might  be  issued  consisting  mainly  of  reprints  of  edu- 
cational articles  from  existing  magazines  in  our  field.  Each  issue  would 
be  prepared  by  a  different  editor  who  would  have  the  needs  of  his 
own  region  in  mind.  We  hope  the  first  issues  will  appear  in  1964. 

At  present  ICEBY  is  mainly  the  mouthpiece  of  administrators  in 
our  field.  This  is  a  normal  phase  for  so  young  a  body.  I  am  reminded 
of  a  statement  overheard  at  the  first  convention  which  I  attended  of 
the  American  Association  of  Instructors  for  the  Blind  just  twenty-five 
years  ago.  It  should  be  noted  that  the  Association  was  over  eighty 
years  old  even  then.  The  Superintendent  of  one  of  our  outstanding 
American  schools  was  making  it  clear  that  he  would  not  bring  any  of 
his  staff  to  A.A.I.B.  Conventions.  He  declared  that  teachers  belonged 
in  the  classroom  and  superintendents  were  the  people  to  attend  con- 
ventions. A  quarter  century  later,  with  an  A.A.I.B.  membership  of 
around  two  thousand,  that  school,  like  all  others  in  this  country,  vies 
to  see  how  many  teachers  participate  in  its  biennial  meetings. 

We  hope  the  day  will  come  when  ICEBY  will  enjoy  a  similar  mass 
enrollment  by  teachers.  We  can  expedite  matters  by  putting  helpful 
materials  into  the  teachers'  hands.  Language  problems  are  serious, 
of  course,  but  have  not  so  far  prevented  good  work  from  being  done. 
Financial  problems  are  also  very  great. 

At  this  Thanksgiving  season  in  America,  when  these  words  are 
being  written,  we  recognize  with  gratitude  the  great  strides  being  taken 
to  further  the  education  of  blind  children  in  many  lands.  The  pro- 
grams of  the  two  leading  International  Organizations  in  this  work: 
the  Royal  Commonwealth  Society  for  the  Blind  of  London,  and  the 
American  Foundation  for  Overseas  BHnd  of  New  York,  grow  by 
leaps  and  bounds.  Statistically,  of  course,  the  picture  is  almost  un- 
bearably gloomy.  It  may  be  a  century  before  all  blind  children  will  be 
offered  a  fair  chance  in  the  world.  The  strengthening  of  ICEBY  can 
help  to  shorten  the  time. 

With  this  in  mind,  all  of  us  at  Perkins,  from  the  kindergarten  to  the 
front  office,  extend  to  all  our  readers  our  Christmas  Greeting  of 


Edward  J.  Waterhouse,  Director 


For  the  third  successive  year 
Perkins  has  held  an  International 
Week,  during  which  we  tapped  the 
rich  cultural  resources  of  the  men 
and  women  who  have  come  to  the 
United  States  to  spend  this  year  at 

This  time  the  theme  was  "Wel- 
come Home".  In  keeping  with  this, 
alcoves  in  the  museum  were  dec- 
orated and  furnished  as  homes  in 
Holland,  Australia,  China,  India, 
Japan,  Ceylon,  and  (as  our  wel- 
come to  our  guests)  an  American 

Each  day  one  item  on  the  noon- 
time menu  was  a  dish  from  over- 
seas. On  Tuesday  afternoon  each 
Upper  School  Cottage  served  re- 
freshments typical  of  a  particular 
country.  These  delightful  items 
were  served  and  in  some  cases  pre- 
pared by  our  overseas  visitors  them- 

Throughout  the  week  we  had 
Chapel  talks  on  home  life  in  many 
lands.  We  soon  realized  how  vastly 
more  important  family  life  is  in 
some  of  the  countries  of  Asia  than 
it  is  in  the  United  States.  Our  pupils 
heard  folksongs  from  several  lands 

fet:.         i'_- 


Ipplf  |;  i  ■      flfl 






1^  y 




^^^'"»^?:;  laf 




B^^^^^^F^^   ^ 

t     \ ' .   ~!   -^ 

^  1  %,-.... ^..^^'-  ■ 

Chinese  Exhibit  in  Perkins  Museum. 

and  learned  some  too.  Kerstin  Mag- 
nusson,  a  special  student  from 
Stockholm,  taught  the  Lower  School 
a  folksong  from  Sweden.  On  this 
occasion  also  Bernardina  Morals,  a 
recent  immigrant  to  Massachusetts, 
sang  of  her  native  Azores  while 
Anna  Lan  and  Theresa  Quang,  who 
explained  that  in  their  native  tongue 
their  names  mean  "white  flower" 
and  "brightly",  gave  us  a  Viet- 
namese folksong. 





American  Hootenanny  in  Dwight  Hall, 



On  Tuesday  evening,  it  was 
America's  turn  to  present  a  typical 
American  evening:  a  Hootenanny 
was  given  in  Dwight  Hall. 

As  in  the  past  we  discovered  that 
International  Week,  while  having 
considerable  educational  and  cul- 
tural value,  is  richer  still  in  social 
gains.  Not  only  by  their  participa- 
tion with  our  students  and  staff 
were  our  overseas  guests  helped  to 
feel  at  home  while  far  from  their 
own  lands,  but  we  in  turn  learned 

far  more  of  them  as  individuals 
than  would  otherwise  have  been 
possible.  Perkins  has  always  been 
internationally  minded  and  enjoyed 
close  contacts  with  many  lands.  In- 
ternational Week  merely  puts  a 
focus  on  this  abiding  interest.  Much 
credit  for  the  success  of  this  well- 
organized  program  goes  to  the  In- 
ternational Week  Committee  led  by 
Miss  Elizabeth  Emerson  of  the 
Lower  School  Faculty. 

Annual  Trek  to 
Louisville,  Kentucky 

Each  year  in  October  the  Amer- 
ican Printing  House  for  the  Blind 
in  Louisville,  Kentucky,  invites  its 
trustees  to  its  annual  meeting. 
These  include  heads  of  schools  and 
programs  for  the  blind.  Since  most 
of  these  are  also  key  people  in  the 
American  Association  of  Instruc- 
tors of  the  Blind  meetings  of  its 
Board  of  Directors  and  its  Admin- 
istrators Workshop  are  timed  to  co- 
incide with  the  Printing  House  ses- 
sions. Again,  since  these  same 
people  are  for  the  most  part  trustees 
of  the  International  Journal  for  the 
Education  of  the  Blind,  the  Officers 
of  this  periodical  hold  their  annual 
meeting  at  the  same  time. 

These  meetings  required  the  pres- 
ence of  no  fewer  than  six  of  our 
people  this  year.  Carl  J.  Davis, 
Head  of  our  Department  of  Psy- 
chology and  Guidance,  is  a  member 
of  the^A.A.I.B.  board.  Mr.  William 
T.  Heisler,  Head  of  our  Depart- 
ment of  Teacher-Training,  is  Edi- 
tor of  the  International  Journal. 
Mr.  Benjamin  F.  Smith,  our  Princi- 
pal,   and    Miss    Cynthia    Essex,    a 

Miss  Essex  displays  the  Stearns  Arith- 
metic Aids. 

teacher  in  the  Lower  School,  both 
participated  in  a  panel  before  the 
Administrators  Workshop  on  cur- 
rent problems  of  arithmetic.  Mr. 
Robert  M.  Campbell,  our  Public  Re- 
lations Consultant,  was  the  speaker 
at  a  workshop  for  A. A. LB.  Ad- 
ministrators on  the  subject  of  Pub- 
lic Relations.  The  Director  attended 
as  a  trustee  of  the  Printing  House, 
as  a  member  of  the  Administrators 
group,  and  as  a  trustee  of  the  In- 
ternational Journal. 


Howe  Press  Acquires 

Neiu  Embossing  Equipment 

Recently  the  Howe  Press  of  Per- 
kins School  for  the  Blind  acquired 
a  new  embossing  unit  for  the  prep- 
aration of  braille  plates.  This  was 
demonstrated  for  the  Corporation 
and  Trustees  on  the  afternoon  of 
November  4th,  the  day  of  our  an- 
nual meeting. 

This  equipment  is  the  result  of 
over  a  decade  of  development  by 
the  American  Printing  House  for 
the  Blind  in  Louisville,  Kentucky, 
and  the  International  Business  Ma- 
chines Corporation.  Perkins  has 
been  keenly  interested  in  this  work. 

To  understand  the  significance 
of  the  new  machinery,  it  is  neces- 
sary to  know  some  of  the  problems 
involved  in  making  braille  books 
in  quantity.  The  traditional  process 
is  relatively  simple  in  theory.  A 
metal  plate  (usually  zinc)  is  em- 
bossed with  the  required  braille 
symbols,  and  from  this  plate  paper 

Miss  Bertha  Kasetta  operates  the  new 
equipment,  which  puts  the  Braille 
Text  on  perforated  tape. 

Mr.  Bill  Wykoff  demonstrates  the  new 
Stereotype  Machine  operated  by  per- 
forated tapes. 

copies  are  produced  on  presses 
which  are  very  similar  to  those  used 
for  printing  books,  but  which  exert 
greater  pressure  to  squeeze  the  pa- 
per on  to  the  plates  and,  of  course, 
require  no  ink. 

The  apparatus  which  is  used  in 
embossing  the  plate,  called  vari- 
ously a  stereotype  or  stereograph 
machine  differs  from  a  braille  writer 
in  the  need  for  much  greater  force. 
Hence  electricity  is  used  to  hammer 
out  the  dots  on  metal.  The  whole 
piece  of  equipment  stands  on  the 
floor,  weighs  several  hundred 
pounds,  and  makes  as  much  noise 
as  a  whole  battery  of  braille  writers. 

To  operate  a  stereotyper  with  the 
speed  and  accuracy  needed  for  the 
economic  manufacture  of  braille 
books  requires  months  of  training 


and  practice.  In  recent  years  almost 
all  the  braille  material  produced  by 
the  Howe  Press  has  been  embossed 
by  Miss  Bertha  Kasetta,  a  long- 
term  employee  who  has  acquired  a 
truly  rare  skill  and  accuracy.  Train- 
ing an  understudy  whom  we  have 
hoped,  and  do  still  hope,  we  would 
not  need  for  years  to  come  would 
require  a  year  or  more  and  would 
obviously  be  very  costly  for  a  small 
concern  like  the  Howe  Press.  We 
have,  instead,  sought  out  equipment 
which  could  be  used  when  needed 
by  workers  of  lesser  skill.  These 
persons  we  have  in  several  men 
and  women  skilled  in  the  use  of 
the  Perkins  Brailler,  which  is  all 
the  new  equipment  requires. 

In  the  new  unit  a  braillist  trans- 
lates the  printed  text  onto  sheets  of 
braille  paper,  while  simultaneously 
producing  a  reel  of  punched  tape 
using  standard  IBM  equipment. 

A  second  person  repeats  this  op- 
eration, but  in  this  case  the  tape 
produced  by  operator  number  two 
is  compared  automatically  with  the 
first  tape.  A  warning  signal  calls  at- 
tention to  discrepancies  between 
the  two  tapes,  and  if  the  second 
one  contains  the  error  it  is  immedi- 
ately corrected.  No  proof-reading 
is  required. 

The  corrected  tape  is  then  used 
to  drive  the  stereotyper:  a  simple 
application  of  automation. 

On  the  Corporation  Day  we 
were  privileged  to  have  on  hand 
Mr.  Finis  E.  Davis,  the  Superin- 
tendent of  The  American  Printing 
House,  Louisville,  and  also  Mr. 
Richard  Taylor,  Manager,  Medical 
Liaison  Research  Center  I.B.M.  in 
Yorktown  Heights,  New  York,  rep- 
resenting the  two  agencies  which 
are    responsible    for    this    new    ap- 

proach to  the  problem  of  producing 
braille  books. 

This  new  procedure  is  being  car- 
ried much  further  at  Louisville, 
where  operators  who  know  no 
braille  are  used  to  transfer  the  text 
to  punched  cards,  which  are  then 
translated  into  Grade  2  braille  by 
an  IBM  computer.  Only  the  very 
largest  printing  houses  for  the  blind 
in  the  world  would  find  this  highly 
sophisticated  machinery  profitable, 
but  for  the  small  presses  like  our 
own,  the  equipment  we  have  ac- 
quired marks  a  notable  step  for- 

While  Louis  Braille  invented  his 
system  of  reading  and  writing  for 
the  blind  over  a  century  and  a 
quarter  ago,  its  potential  use  by  the 
blind  seems  greater  today  than  ever 
before  thanks  to  modern  technology 
and  the  enthusiastic  interest  of  a 
growing  number  of  scientists  and 

Dr.  Augustus  T.  Thorndike  (center) 
President  of  the  Perkins  Corporation 
with  Mr.  Richard  Taylor  (left)  of 
IBM,  Mr.  Finis  C.  Davis  (right),  APR. 


The  Airmen  of  Note 

On  Saturday,  November  9th,  our 
Upper  School  pupils  were  given  a 
rare  treat  in  dancing  to  the  music 
provided  by  about  twenty  members 
of  the  United  States  Air  Force 

This  group  known  as  "The  Air- 
men   of   Note"    came    down    from 
Bedford    Air    Force    Base.     "The 
Notes",   one  of  America's  leading 
dance  orchestras,  was  organized  in 
1950  to  carry  on  the  tradition  of 
the  famous  Glen  Miller  Army  Air 
Forces    Band    which     toured    the 
United   States   and   Europe   during 
World  War  II.  This  outstanding  dance  orchestra,  directed  by  Lieutenant 
Johnny  Oseekee,  is  a  component  unit  of  the  internationally  acclaimed 
United  States  Air  Force  Band. 

As  partners,  our  girls  invited  boys  from  Cranwell  School,  Lenox, 
Massachusetts,  while  our  boys  invited  Rosary  Academy  girls  from  Water- 
town.  These  dance  partners  stayed  on  to  have  supper  in  the  cottages  of 
the  Upper  School  and  everyone  involved  had  a  most  enjoyable  time.  We 
are  indeed  grateful  to  The  Airmen  of  Note  for  including  us  on  their  tour. 

Concerts  on  the  Air 

Station  WCRB-FM  will  broadcast  two  different  half  hour  programs  by 
our  choirs  this  December — namely  December  15th  (the  day  this  Lantern 
is  due  for  publication)  and  from  1:30  to  2:00  p.m.  on  Sunday  afternoon 
December  22nd.  WBZ-TV  will  telecast  a  short  concert  by  our  choirs  at  an 
as  yet  unannounced  time. 

Increase  in  Brailler  Price 

We  regret  to  announce  that  because  of  rising  costs  the  Howe  Press 
finds  it  necessary  to  restore  the  price  of  the  Perkins  Brailler  to  $90.00 
f.o.b.  Watertown,  a  price  from  which  it  was  lowered  two  years  ago. 

The  price  of  carrying  cases  remains  the  same  at  $12.50. 

The  demand  for  Perkins  Braillers  continues  at  a  high  level,  with  large 
increases  in  orders  from  overseas  in  the  last  year.  Users  are  enthusiastic 
over  its  easy  operation  and  relative  freedom  from  breakdowns.  Some  of  the 
letters  we  receive  about  them  are  indeed  rewarding,  such  as  this  note 
recently  arrived  from  Australia.  "The  twelve  Perkins  Braillers  we  re- 
ceived at  the  beginning  of  year  have  made  an  immediate  difference  in 
general  efficiency  and  we  are  impatiently  waiting  twenty  more  on  their 
way.  I'll  be  ordering  another  twenty  as  soon  as  approved  by  Board". 

We  hope  that  even  at  the  increased  price  the  Perkins  Braillers  will  con- 
tinue to  give  good  value. 


Learning  Speech  Elements 

The  latest  types  of  hearing  aids 
are  used  by  pupils  in  our  Deaf-Blind 
Department  whenever  residual  hear- 
ing exists  which  seems  capable  of 
development.  Here  Mr.  Lewis  Huff- 
man teaches  one  of  our  beginners 
how  to  produce  speech  sounds.  The 
child  feels  the  teacher's  face  to 
learn  how  the  sound  ''p"  is  made, 
and  feels  the  vibrating  paper  to  ob- 
serve the  effect  of  released  breath. 

The  Hannover  Report 

Because  of  a  number  of  unexpected  difficulties  including  the  absence 
for  health  reasons  of  the  transcriber  who  was  engaged  in  the  preparation 
of  the  Hannover  proceedings,  these  have  been  delayed  many  months  later 
than  hoped. 

The  printer  now  has  these  in  hand,  and  we  expect  to  ship  them  out 
from  Watertown  early  in  January  1964. 

We  regret  this  long  delay. 

Science  Workshop  in  St.  Louis 

Mr.  William  T.  Heisler,  the  Head  of  our  Department  of  Teacher  Train- 
ing, and  Miss  Naomi  Gregoire,  Science  Teacher,  represented  Perkins  at 
a  Science  Workshop  organized  by  the  A. A. LB.  in  St.  Louis  on  November 
8th  and  9th. 

The  Workshop  was  held  at  the  Missouri  School  for  the  Blind  and  dele- 
gates also  attended  the  National  Science  Teachers  Association  in  Confer- 
ence in  the  city  at  the  time. 

Auto  Mechanics  Lesson 

Perkins  does  not  consider  itself  a 
vocational  school,  but  many  manual 
skills  are  taught  to  selected  pupils 
who  can  benefit  from  acquiring 
them.  In  the  auto  mechanics  rcom  a 
discarded  Perkins  truck  is  broken 
down  and  re-assembled  to  the  great 
satisfaction  of  the  students  in  the 



I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the 
Blind,  a  corporation  duly  organized  and  existing  under  the  laws  of  the 
Commonwealth  of  Massachusetts,  the  sum  of  dollars 

($  ),  the  same  to  be  applied  to  the  general  uses  and  purposes 

of  said  corporation  under  the  direction  of  its  Board  of  Trustees;  and  I 
do  hereby  direct  that  the  receipt  of  the  Treasurer  for  the  time  being  of 
said  corporation  shall  be  a  sufficient  discharge  to  my  executors  for  the 


I  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and  existing  under  the  laws  of  the  Com- 
monwealth of  Massachusetts,  that  certain  tract  of  real  estate  bounded 
and  described  as  follows: 

(Here  describe  the  real  estate  accurately) 
with  full  power  to  sell,  mortgage  and  convey  the  same  free  of  all  trust. 


The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 


Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109 




VOL.  XXXIII,  NO.  3 

MARCH   1964 




1  HIS  issue  of  the  LANTERN 

focuses  mainly  on  the  fastest  growing 
section  of  Perkins  School  for  the 
Blind — The  Department  for  Deaf-Blind 

Two  major  themes  run  through  this 
story.  First,  the  importance  of 
providing  each  child  with  the  widest 
possible  avenues  of  communication. 
Second,  the  role  played  by  hands  in  this 
process.  Hands  must  be  taught 
to  serve  as  eyes  and  ears,  receiving 
and  imparting  messages,  ideas, 
and  emotions. 

Table  of  Contents 

Who  Are  the  Deaf-Blind?  Who  Are  Their  Teachers? 3 

The  Deaf-Blind  Department  at  Perkins  in   1964 6 

Editorial 16 

History  of  the  Education  of  the  Deaf-Blind 18 

Landmarks  in  History  of  Education 22 

Consultation  Services  Available  for  Deaf-Blind  Children 23 

Scholarships  and  Fellowships    24 

Information  on  the  Deaf-Blind 25 

On  and  Off  the  Campus 26 

The  Perkins  Endowment   30 

Forms  of  Bequest 31 

Outline  of  Perkins  History 32 


Who  Are  the  Deaf-Blind? 

Who  Are  Their  Teachers? 

Although  it  would  be  possible  to 
define  a  deaf-blind  child  in  terms 
of  recognized  definitions  of  deaf- 
ness and  blindness,  experience  has 
shown  that  such  a  practice  would 
deprive  many  doubly  handicapped 
children  of  special  services  they 

The  National  Committee  for 
Deaf-Blind  Children  recognizes  that 
special  educational  services  should 
be  provided  for  children  whose 
combination  of  handicaps  prevents 
them  from  benefiting  from  the 
usual  educational  programs  for 
either  the  deaf  or  the  blind. 

The  old  phrase  EARS  ARE  THE 
EYES  OF  THE  BLIND  reminds 
us  of  the  added  significance  that 
hearing  has  for  the  blind.  Seeing 
people  are  frequently  amazed  at 
the  amount  of  information  a  blind 
person  can  acquire  through  sound: 
the  size  of  rooms,  the  distance  and 
direction  of  objects,  both  outdoors 
and  indoors,  the  mood  of  their 
companions,  sometimes  even  their 
characters.  Snch  skills  require  years 
of  practice  for  their  acquisition. 

There  is  a  counterpart  condition 
with  the  deaf.  Lip-reading  is  by  no 
means  the  only  special  use  that 
deaf  persons  make  of  their  vision. 
In  certain  ways  also  EYES  ARE 
eyes  need  careful  training  so  to 

Teachers  in  schools  for  the  blind 

build  an  unusually  large  portion  of 
their  instruction  around  the  spoken 
word,  while  teachers  of  deaf  chil- 
dren place  heavy  emphasis  on  see- 
ing. It  is  not  surprising  that  such 
specially  trained  teachers  feel  baf- 
fled when  the  sense  they  seek  to 
substitute  for  the  one  that  is  miss- 
ing is  also  impaired. 

A  department  serving  deaf-blind 
children  must  accept  girls  and  boys 
with  various  combinations  of  visual 
and  auditory  handicaps.  In  addi- 
tion to  those  who  are  totally  blind 
and  profoundly  deaf — who  are  a 
small  minority — there  will  be  some 
with  serious  visual  defects  and  a 
moderate  hearing  loss,  some  with 
a  slight  visual  defect  and  a  serious 
hearing  loss,  and  even  some  with 
only  moderate  losses  in  both  senses. 
Incidentally,  some  of  the  "hearing 
defects"  will  prove  to  be  aphasias. 

To  cope  with  this  situation  re- 
quires an  unusually  high  degree  of 
acceptance  and  flexibility  by  the 
staff.  Since  work  with  deaf-blind 
children  is  largely  individual,  how- 
ever, the  provision  of  a  variety  of 
approaches  can  be  easily  arranged, 
provided  teachers  are  available  with 
the  requisite  skills  and  versatility. 

Normally  two  pupils  are  assigned 
to  a  teacher,  but  she  rarely  works 
with  them  simultaneously.  She  may, 
in  fact,  have  children  of  widely  dif- 
ferent ages  in  her  "class"  with 
vastly  different  problems.  She  may 

Top:  Robbie  with  Mrs.  Aileen  B.  Lee 

Center:  David  and  Mrs.  Beverley  Titus 

Bottom:  Terri  with  Mrs.  Ruth  F. 

be  able  to  use  large-type  material 
with  one  or  communicate  verbally 
through  a  hearing  aid,  while  the 
other  may  use  braille  and  "listen" 
through  tangible  lip-reading  in 
which  vocal  sounds  are  interpreted 
through  the  feel  of  their  distinctive 

Other  factors  are  present  which 
make  a  group  of  deaf-blind  chil- 
dren even  more  disparate.  The  age 
of  the  child  when  the  losses  oc- 
curred is  of  great  significance.  A 
child  born  totally  deaf  and  totally 
blind — an  extremely  rare  occur- 
rence— has  entirely  different  prob- 
lems from  one  who  loses  both 
senses  completely  after  the  age  of 
speech.  There  is  a  still  greater  dif- 
ference if  the  losses  take  place  af- 
ter reading  and  writing  have  been 
learned,  and  still  more  if  they  oc- 
cur in  adulthood. 

The  way  in  which  the  losses  oc- 
cur can  make  a  difference.  It  would 
be  futile  to  describe  one  way  as 
"'better"  than  another.  The  sudden 
loss  of  both  senses  may  or  may  not 
be  more  devastating  than  sudden 
losses  in  succession,  or  a  general 
fading  of  sight  and  hearing,  simul- 
taneously or  in  succession. 

When  these  variables  are  added 
to  a  group  who  naturally  have  their 
share  of  individual  differences,  we 
have  as  varied  an  assortment  of 
children  perhaps  as  one  could 
imagine.  The  world  of  the  deaf- 
blind  is  fortunately  very  small,  but 
one  who  works  in  it  for  a  period  of 
years  is  bound  to  meet  an  abnor- 
mally rich  and  varied  array  of 
challenges.  Certainly  teachers  work- 
ing with  these  children  need  to  use 
every  trick  in  the  teaching  trade 
and  devise  new  ones  that  possibly 
no  one  has  ever  used  before. 

Eldon  with  Lewis  Huffman,  Jr. 

George  with  Mrs.  Christine  Castro 

Isaac  and  Leo  F.  Queenan 

The  Deaf-Blind  Department 
at  Perkins  in 


Mrs.  Rose  M.  Vivian,  Supervising 
Teacher  confers  with  Joel  R. 
Hoff  v^ho  heads  the  Department 

Opposite:  Stephana  Crouch  whose 
hearing  aid,  while  of  limited  value, 
helps  her  to  keep  in  contact 
with  her  environment. 

Mrs.  Martha  Dow  with  John  Hanley 
who  makes  good  use  of  his 
residual  vision 

The  functions  of  the  Department 
for  Deaf-Blind  Children  at  Perkins 
are  clearly  stated  on  a  plaque  in 
the  entrance  '  to  the  Keller-Macy 
Building  dedicated  by  Helen  Keller 
on  November  15,  1956.  They  are 
threefold  as  follows: 

Educating  deaf-blind  girls  and 

Training  teachers  of  deaf- 
blind  children. 

Performing  research  in  the  ed- 
ucation of  deaf-blind  youth. 

Perhaps  the  chief  reason  why 
this  Department  differs  signifi- 
cantly, both  in  size  and  nature, 
from  those  in  other  schools  in 
America  and  overseas,  is  the  teacher- 
training  program  given  in  associa- 
tion with  Boston  University  School 
of  Education,  the  only  such  pro- 
gram in  the  world. 

The  effect  of  this  training  pro- 
gram on  the  size  of  our  Depart- 
ment has  been  conspicuous.  The 
course  was  first  given  in  1956.  Im- 
mediately prior  to  this  we  had  two 
experienced  teachers  and  five  deaf- 
blind  pupils.  This  year,  with  the 
seventh  session  of  our  training 
course  in  progress,  we  have  thirty- 
eight  deaf-blind  children  enrolled 
and  a  faculty  of  four  supervisory 
and  research  personnel,  nineteen 
teachers  and  four  assistant  teach- 
ers. In  addition,  many  teachers  in 
the  Department  for  the  blind  give 
instruction  to  deaf-blind  children  in 
physical  education,  industrial  arts, 
and  some  academic  subjects.  The 
teacher-training  program  has  at  last 
provided  us  with  the  personnel  the 
Department  needs. 

While  the  headquarters  are  in 
Keller-Macy    Cottage    (a    building 



Cecil  Amos  (Md.)/  Angelina  Babbs  (Mass.), 
Scott  Baker  (Wis.),  Anthony  Carlo  (N.  Y.), 
Timothy  Gilchrist  (Ontario),  Solveig  Jons- 
dottir  (Iceland),  Richard  McAuslin  (Me.), 
Carol  Schlotzhauer  (Ontario),  Eldon  Schoen- 
fish  (N.  D.),  Karen  Soiliday  (N.  Y.),  David 
Stauber  (Wis.),  Joan  Stevens  (Kans.),  Ter- 
rance  Valento  (Minn.) 


Catherine  Amato  (Va.),  Patricia  Anderson 
(Mich.),  George  Bricker  (Ohio),  Deborah 
Brummett  (Ind.),  Martin  Clancy  (N.  Y.),  Ste- 
phana Crouch  (Ark.),  Terri  Curnutt  (Ind.), 
Maria  del  Refugio  (N.  M.),  John  Hanley 
(N.  Y.),  Elizabeth  McClellan  (Utah),  David 
Oliver  (Kans.),  Diana  Stigall  (Ohio),  Bar- 
bara Surritte  (Mass.) 


William  Begay  (N.  M.),  Chan  Poh-Lin  (Sin- 
gapore), David  Chee  (N.  M.),  David  Clem- 
ent (La.),  Robbie  Collins  (Ark.),  Robert 
Heroman  (La.),  Carol  Holloway  (Ark.), 
Donna  La  Piors  (Mich.),  Isaac  Obie  (Ga.), 
Tom  Peters  (Conn.),  John  Philbrick  (Nev.), 
Gayle  Sabona'rtis  (Mass.),  Barbara  Stevens 


Pictured  are  the  thirty-nine  children 
of  the  Deaf-BHnd  Department  and 
their  attendants. 

originally  the  residence  of  the  Di- 
rector) the  Department  has  over- 
flowed into  nearby  Bennett  and 
Oliver  Cottages.  In  Keller-Macy 
are  the  offices  of  Mr.  Joel  R.  Hoff 
who  is  the  head  of  the  Department 
and  in  charge  of  the  teacher-train- 
ing course.  The  lectures  are  given 
here  in  what  used  to  be  the  Direc- 
tor's dining  room.  Here  also  are 
the  offices  of  Mrs.  Rose  Vivian, 
supervising  teacher;  and  Mrs.  Ger- 
trude Stenquist  and  Miss  Nan 
Robbins  who  are  engaged  in  re- 
search. No  pupils  live  here,  but 
there  are  a  number  of  classrooms. 

Oliver  Cottage  is  unique  on  the 
campus  since  it  is  the  only  Cottage 
where  deaf-blind  children  both  live 
and  go  to  school.  Thirteen  of  our 
smallest  children  live  here;  the 
other  twenty-five  are  distributed 
among  the  Cottages  occupied  by 
blind  children.  All  but  four  of  our 
twelve  residential  Cottages  have  at 
least  one  deaf-bhnd  child.  Our  pol- 
icy is  to  have  the  deaf-blind  chil- 
dren live  as  closely  with  the  rest  of 
our  children  as  possible.  However, 
assimilation  is  difficult  to  achieve 
with  the  small  children  before  a 
satisfactory  means  of  communica- 
tion exists  which  is  the  case  in 
Oliver  Cottage  where  the  smallest 
children  live. 

To  care  for  our  children  in  their 
Cottages  we  have  fifteen  attendants, 
each  of  whom  normally  has  two 
children  assigned  to  her.  Some  of 
the  older  children,  however,  re- 
quire no  attendants,  and  it  is  our 
aim  to  train  all  of  them  to  be  as 
independent  as  possible.  While  in 
the  earlier  stages  an  attendant  often 
has  to  care  for  a  child's  bodily 
needs,  including  dressing,  bathing 
and  feeding,  the  attendant's  even- 

tual  role  is  to  provide  a  bridge  be- 
tween the  deaf-blind  child  and  his 
community.  It  is  impossible  to  over- 
estimate the  importance  of  the  at- 
tendant's role. 


A  typical  classroom  unit  con- 
sists of  a  teacher  and  two  pupils. 
Usually  the  teacher  works  with  one 
while   the   other   studies    alone   or 

Khogendra  Nath  Das 
with  his  two  pupils. 

rests.  Part  of  the  day  each  child  in 
turn  receives  instruction  outside 
the  Department  in  physical  educa- 
tion or  Industrial  Arts.  Our  most 
advanced  girl  Gayle  Sabonaitis  also 
takes  academic  subjects  in  regular 
Upper  School  classes.  Often  a  guide 
or  interpreter  is  needed  when  pupils 
study  outside  the  Department,  and 
this  service  is  sometimes  provided 
on  a  part-time  basis  by  our  attend- 

ants, who  having  no  responsibility 
during  school  hours,  welcome  the 
additional  work.  Gayle,  who  takes 
several  regular  courses  in  the  Up- 
per School,  has  been  provided  with 
a  full-time  assistant  teacher  who 
serves  as  guide,  interpreter  and 

All  activities  revolve  about  this 
need  for  providing  each  child  with 
the  best  possible  facility  in  com- 
munication. Whatever  the  subject 
of  the  lesson  may  be,  instruction  in 
communication  is  included.  Our 
aim  is  to  teach  all  our  children  to 
speak  normally,  and  if  their  eye- 
sight is  so  poor  that  visual  lip-read- 
ing is  impossible,  they  are  taught 
to  read  the  lips  of  others  by  feeling 
the  vibrations  of  their  voices. 

However,  some  of  our  pupils 
lind  learning  to  speak  is  beyond 
their  powers.  Communicating  by 
the  manual  alphabet  or  even  by 
signs  is  not  ruled  out.  We  feel  very 
strongly,  however,  that  the  child 
who  cannot  speak  intelligibly  and 
easily  has  not  received  a  wholly  sat- 
isfactory education. 


Our  personnel  are  sometimes 
hesitant  to  describe  their  work  as 

Robert  Danton  teaches  David  Chee 


research.  Nevertheless,  it  is,  how- 
ever elementary  some  of  it  may  be. 
One  of  the  great  needs  in  deal- 
ing with  deaf-blind  children  is  an 
initial  evaluation.  In  the  past  we 
have  spent  many  years  struggling 
with  a  child  only  to  discover  that 
he  was  ineducable.  Unfortunately, 
children  who  are  deaf  and  blind 
often  have  lost  these  two  senses  as  a 
result  of  a  condition  which  affects 
the  brain.  In  our  present  stage  of 
development,  there  are  no  really 
satisfactory  medical  tests  which 
give  us  a  clear  picture  for  all  pu- 
pils. If  we  see  a  child  who  clearly 
has  had  serious  brain  damage  and 
whose  development  is  lamentably 
slow  we  can  perhaps  afford  to  re- 
ject him  as  ineducable.  Another 
child  whose  neurological  examina- 
tion also  shows  some  brain  injury, 
but  who  has  developed  in  some 
ways,  can  perhaps  be  helped  con- 
siderably. We  have  always  hoped 
that  we  can  reduce  to  a  minimum 
the  number  of  mistakes  we  make 
in  admitting  pupils.  Working  on 
this  problem  for  the  last  several 
years  has  been  Mrs.  Gertrude 
Stenquist,  a  teacher  with  long  years 

Mrs.  Gertrude  Stenquist  is  in 
charge  of  Psychological  Testing. 

of  experience  with  a  wide  variety 
of  deaf-blind  children.  She  has 
used  many  of  the  accepted  psy- 
chological tests  on  these  pupils, 
and  while  there  is  no  possibility  in 
the  foreseeable  future  of  establish- 
ing satisfactory  norms  for  their  use 
with  the  deaf-blind,  nevertheless, 
the  way  the  children  respond  to 
these  tests  has  a  significance  which 
experience  helps  us  to  interpret. 
Very  slowly  and  painstakingly  we 
are  building  up  a  body  of  knowl- 
edge in  this  field. 


With  the  necessity  for  teachers 
to   concentrate  on   the   day-by-day 


Our  Annual  Appeal  on  behalf  of  our  CHILDREN  OF  THE 
SILENT  NIGHT  was  mailed  in  late  November,  1963.  With  an  es- 
timated deficit  of  seventy  thousand  dollars  for  the  operation  of  this 
Department  for  the  school  year  1963-64,  a  loss  which  is  about 
twice  as  large  as  any  we  have  faced  in  any  previous  year,  the  Ap- 
peal is  unusually  important.  The  response  so  far  has  run  well  ahead 
of  last  year's  record,  but  the  gap  is  by  no  means  closed. 

We  are  indeed  grateful  to  all  who  have  responded,  and  invite 
others  to  support  them  in  this  vitally  important  program.  As  the 
number  of  available  teachers  increases  as  a  result  of  our  special 
teacher-training  program,  our  opportunities  for  helping  deaf-blind 
children  grow,  and  the  demands  upon  our  resources  increase. 


Conversation  is  truly  the 
sharing  of  personal  ideas.  True 
communication  is  listening, 
telling,  thinking,  learning  new 
words,  learning  new  ideas. 
Elizabeth  uses  her  partial  vision, 
partial  hearing,  sense  of  touch 
— and  in  fact  her  whole  self 
in  conversing  with  her  teacher, 
— Nan  Robbins 


instruction  of  their  pupils,  it  has 
not  always  been  easy  for  them  to 
organize  a  satisfactory  curriculum. 
For  this  reason  we  asked  Miss  Nan 
Robbins  several  years  ago  to  assist 
in  this  way.  In  the  course  of  her 
work  Miss  Robbins,  who  has  ex- 
perience in  audiometry,  soon  be- 
came interested  in  wider  aspects  of 
this  work.  As  a  result  she  has  writ- 
ten three  textbooks  which  are  listed 
elsewhere  in  this  Lantern  and  which 
are  proving  to  be  of  great  value. 
The  lack  of  literature  in  our  field 
has  been  one  of  the  factors  which 
has  delayed  progress.  Miss  Rob- 
bins' contribution  to  this  part  of 
our  program  has  been  of  direct 
help  to  every  classroom  teacher.  In 
particular,  Miss  Robbins  is  able  to 
advise  on  the  maximum  use  which 
can  be  made  of  a  child's  residual 
hearing.  Very  few  of  our  children 
cannot  benefit  from  auditory  train- 
ing in  some  form. 


Not  only  does  our  teacher-train- 
ing course  provide  us  with  person- 
nel for  future  years,  but  the  pres- 
ence of  trainees  in  the  Department 
during  their  education  is  invalu- 
able. Not  only  do  they  learn  much 
from  observation  of  classrooms, 
but  many  of  them  coming  to  us 
with  some  experience  in  the  educa- 
tion of  the  deaf,  sometimes  gained 
overseas,  are  able  to  make  notable 
contributions  to  our  work.  In  a 
field  in  which  concentration  has  to 
be  so  intensive,  the  dangers  of  de- 
veloping narrow  points  of  view  are 
great.  One  of  the  most  important 
by-products  of  our  teacher-training 
course  has  been  this  association 
with  a  variety  of  young  men  and 
women  of  varied  backgrounds. 


Among  the  most  challenging  of 
our  older  pupils  is  Chan  Poh-Lin,  a 
Chinese  girl  from  Singapore,  who 
lost  sight  and  hearing  at  the  age  of 
eleven.  Her  subsequent  mastery  of 
the  English  language  and  her  rap- 
idly developing  ability  to  speak  in 
this  alien  tongue  have  attracted 
much  attention. 

There  can  be  little  communication 
without  affection  and  trust. 

Nan  Robbins,  in  charge  of  curriculum 
studies,  with  Karen. 

Mrs.  Mary  Hunt,  Housemother 
to  the  Junior  Group,  with  Ricky. 


by  Doing 

Like  all  children  deaf -blind  girls  and  hoys 
have  need  for  self-expression.  Each  one 
is  taught  arts  and  crafts  from  an  early  age, 
and  the  girls  learn  the  elements  of 
creative  dancing.  Here  Carol  Holloway 
models  clay  figures  based  on  poses  learned 
in  dancing  class. 



The  hands  of  a  deaf-blind  child  feel  the 
normal  vibrations  produced  by  the  speaker, 
and  by  imitating  them  she  produces  in 
response,  intelligible  speech  sounds.  The 
mastery  of  this  technique,  demonstrated 
here  by  Deborah  Brummett  and  Mrs.  Vivian, 
requires  years  of  concentrated  effort. 




Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


so  MUCH   FOR  so  LITTLE  .   .  . 

.  .  .  THAT  MEANS  SO  MUCH 

EVEN  in  this  age  which  knows  Helen  Keller,  there  are  many  who 
are  skeptical  about  the  value  of  educating  deaf-blind  children. 
"What  can  you  possibly  do,"  people  ask,  "for  children  who  cannot 
see  and  cannot  hear?" 

The  answer,  of  course,  is  different  for  every  child;  no  two  are  even 
remotely  alike.  As  mentioned  elsewhere  in  this  issue  of  the  Lantern, 
some  whom  we  accept  in  our  Deaf-Blind  Department  have  consider- 
able hearing  and  vision,  but  even  those  who  are  alike  in  their  pro- 
found deafness  and  complete  blindness  differ  widely  in  ability,  per- 
sonaHty  and  outlook. 

There  are  some  things,  indeed,  and  important  things  they  are,  that 
we  can  give  all  our  deaf-blind  children.  These  include  a  sense  of  be- 
longing, a  hope,  a  pride  of  accomplishment,  however  humble;  some 
means  of  communication,  however  rudimentary.  Everyone  can  be 
helped  to  a  higher  level  of  self-care. 

Above  this,  most  of  the  children  can  acquire  an  education  of 
varying  amounts,  with  levels  of  communication  to  match.  Many  will 
go  as  far  as  the  fifth  or  sixth  grade — a  level  which  is  considered  a 
reasonable  goal  for  many  deaf  pupils,  who  do  not  have  any  additional 


handicaps  to  overcome.  Others  proceed  to  junior  and  senior  high 
school.  Virtually  all  are  educationally  retarded;  that  is,  they  work  at 
levels  they  would  have  reached  at  a  younger  age  had  it  not  been  for 
the  loss  of  their  senses. 

Among  students  in  our  Deaf-Blind  Department,  only  Helen  Keller 
(Radcliffe  College,  B.A.)  and  Bob  Smithdas  (Saint  John's  University, 
B.A.  cum  laude;  New  York  University,  M.A.)  graduated  from  college. 

The  number  of  deaf-blind  boys  and  girls  who  do  not  proceed  to 
college  but  do  acquire  independence  are  greater,  but  still  a  small 
minority.  A  much  larger  number  are  partially  self-supporting,  and 
there  are  some  who  are  wholly  dependent  on  relatives  or  public  agen- 
cies for  their  maintenance. 

Financial  independence  is  not  the  only  measure  of  happiness  and 
success.  Everyone  of  our  former  pupils  is  more  closely  in  touch  with 
his  family,  friends  and  community  as  a  result  of  being  with  us.  In 
many  cases  they  have  been  brought  out  of  a  murky  and  silent  lone- 
liness to  enjoy  rich  contacts  with  the  world. 

Every  step  that  each  deaf-blind  child  has  taken  has  been  at  a 
great  cost.  With  almost  unbelievable  persistence,  teacher  and  pupil 
have  worked  toward  a  more  meaningful  relationship,  have  struggled 
with  each  word's  formation,  each  word's  sound,  and  each  word's 
meaning.  The  meaning  of  words,  the  creation  of  thoughts,  the  ex- 
pression of  emotions,  all  of  them  are  hard  won  in  countless  hours  of 
striving,  frustration,  concentration,  repetition,  disappointment  and 
triumph  in  which  both  teacher  and  student  participate. 

Not  all  our  children  have  the  ability,  the  stamina  or  the  character 
to  reach  fulLindependence,  but  as  with  all  of  us,  it  is  not  how  far  we 
go  that  is  the  true  measure  of  success  and  satisfaction,  but  how  near 
we  approach  to  our  maximum  potential;  how  well  we  struggle  to  at- 
tain it.  Only  when  it  is  unmistakably  clear  that  the  latest  step  forward 
that  a  child  has  taken  is  truly  the  highest  step  he  is  capable  of  taking 
should  his  education  be  ended. 

In  each  journey  toward  the  summit  with  our  deaf-blind  children, 
every  step  demands  so  much  in  human  effort  and  financial  cost  that 
it  is  right  that  it  should  be  constantly  evaluated.  But  each  step  suc- 
cessfully taken  brings  a  new  measure  of  freedom — of  manhood  and 
womanhood.  Helen  Keller,  when  writing  of  her  early  progress,  called 
herself  "Phantom,"  an  unreal  being,  until  Annie  Sullivan  "gave  me 
my  soul."  Then  she  became  a  real  person,  identifiable  indeed  as 
HELEN.  No  step  which  leads  this  way,  however  short  it  be,  is  a  small 
one,  and  no  price  too  high  to  pay  for  its  accompHshment. 

Edward  J.  Waterhouse,  Director 

Laura  Bridgman,  who  came  to 
Perkins  in  1837,  proved  that 
deaf-bhnd  children  can  be  educated. 
Dr.  Samuel  Gridley  Howe,  our 
first  Director,  discovered  the  method. 

History  of  the  Education  of  the  Deaf-BUnd 

The  history  of  the  education  of 
deaf -blind  children  has  been  closely 
associated  with  Perkins. 

The  first  successful  attempt  to 
educate  a  child  who  was  deaf  and 
blind  and  dumb  occurred  when 
Dr.  Samuel  Gridley  Howe,  the  first 
Director  of  Perkins,  accepted  Laura 
Bridgman  as  his  own  special  pupil. 
This  was  in  1837,  five  years  after 
the  School  opened.  Laura  was 
scarcely  eight  years  old.  His  suc- 
cess in  teaching  her  a  means  of 
communication  opened  the  way  to 
the  education  of  children  who,  like 
Laura,  had  lost  their  sight  and 
hearing  while  in  infancy  and  con- 
sequently had  never  learned  to 

Laura  learned  to  read  the  em- 
bossed books  in  use  in  those  days 
and  to  write  a  legible  form  of  half- 
printing,  half-script.  She  communi- 
cated with  others  by  means  of  the 
manual  alphabet  and  developed  a 
strong  personality  and  a  mature 
outlook  on  life.  However,  she  never 

learned  to  become  socially  inde- 
pendent and  was  happy  only  in  the 
familiar  surroundings  of  the  School 
buildings  in  South  Boston. 

This  limited  educational  triumph 
with  Laura  Bridgman  had  far 
wider  significance  than  its  effect  on 
those  immediately  concerned.  It 
opened  up  the  world  to  her  and 
was  a  source  of  incalculable  inspi- 
ration to  Dr.  Howe  and  others  in 
the  School.  When  Charles  Dickens 
visited  Perkins  in  1842  and  wrote 
a  most  enthusiastic  account  of  Dr. 
Howe's  work  with  Laura,  news 
that  deaf-blind  children  could  be 
educated  when  certain  techniques 
were  used  spread  far  and  wide. 

This  news  quickly  brought  sev- 
eral more  deaf-blind  pupils  to  Per- 
kins, the  best  known  being  Oliver 
Caswell  who  received  a  good  deal 
of  his  instruction  from  Laura  Bridg- 
man herself.  Almost  fifty  years 
later  the  Keller  family  were  shown 
Charles  Dickens'  report.  Because 
their  daughter  Helen  was  also  deaf 


and  blind  and  mute,  the  Kellers 
turned  for  help  to  Michael  Anag- 
nos  who  had  succeeded  Dr.  Howe. 
In  1887,  which  was  just  half  a  cen- 
tury after  Laura  entered  Perkins, 
Annie  Sullivan  was  sent  to  Ala- 
bama and  began  giving  instruction 
to  Helen  Keller.  Her  only  guides 
were  her  own  acquaintance  with 
the  aging  Laura  Bridgman,  and  Dr. 
Howe's  notes  on  his  methods  of 
teaching  the  child  Laura.  More  im- 
portant were  her  own  courage  and 
her  unique,  but  untrained,  talents 
as  a  teacher.  These  proved  ade- 
quate to  match  Helen's  own  unique 
qualities,  and  together  the  two 
traveled  along  educational  paths 
that  took  Helen  to  Radcliffe  Col- 
lege. As  an  authoress  and  as  a 
guide  and  inspiration  to  millions 
of  handicapped  persons  in  many 
lands,  Helen  gained  world  renown. 
Unlike  Laura,  Helen  was  taught 
to  speak,  though  not  until  she  was 
in  her  teens.  She  learned  to  under- 
stand the  speech  of  others  by  plac- 
ing her  hands  on  their  faces,  feeling 
the  vibrations  of  their  words.  While 
this    opened    up    new    worlds    to 

Poh  Lin  visited  Helen  Keller  in  1961. 

Helen  Keller  and 

Teacher"  Annie 

Helen,  only  those  acquainted  with 
her  speech  found  it  easy  to  under- 
stand her,  and  Helen  frequently 
expressed  her  disappointment  over 
what  she  considered  a  serious  draw- 

By  1930  new  techniques  for 
teaching  speech  to  the  deaf  had 
been  developed,  and  in  Detroit 
Miss  Sophia  Alcorn  experimented 
with  two  pupils — Tad  and  Oma, 
and  developed  the  Tadoma  Method 
of  teaching  speech  to  the  deaf- 
blind.  At  Perkins  Miss  Inis  B.  Hall 
was  placed  in  charge  of  our  deaf- 
blind  pupils,  to  whom  she  intro- 
duced the  Tadoma  Method.  Shortly 
before  World  War  II  this  Depart- 
ment numbered  as  many  as  eight- 
een children.  More  and  more  deaf- 
blind  boys  and  girls  were  learning 
to  speak  well.  Several  excellent 
women,  most  of  them  trained  edu- 
cators of  the  deaf,  learned  from 
Miss  Hall  this  latest  technique  of 
teaching  speech  to  the  deaf-blind. 


Robert  Smithdas  (Perkins  '45)  talks 
with  Mrs.  Stenquist  at  the  Interna- 
tional Congress  on  Education  of  the 
Deaf,  Gallaudet  College  1963. 

In  the  early  1930's  the  New  York 
Institute  for  the  Education  of  the 
Blind  also  opened  a  department  for 
the  deaf-blind,  and  in  1942  Miss 
Hall  went  to  the  West  Coast  and 
headed  a  third  department  at  the 
California  School  for  the  Blind  in 

The  War  caused  a  serious  short- 
age of  teachers  of  the  deaf  from 
among  whom  the  Deaf-Blind  De- 
partment at  Perkins  had  almost  ex- 
clusively drawn  its  faculty.  By  1953 
the  Department  had  dwindled  in 
size  so  that  there  were  only  three 
teachers  and  five  pupils. 

It  was  at  this  stage  that  the  Per- 
kins Trustees  faced  some  difficult 
choices.  There  were  some  people 
in  the  country  who  felt  that  per- 
haps it  would  be  better  to  leave  the 
education  of  the  deaf -blind  to  edu- 
cators of  the  deaf.  However,  ex- 
cept at  the  Iowa  School  for  the 
Deaf,  no  interest  was  being  shown 
in  schools  for  the  deaf  for  children 
who  were  deaf  and  blind.  It  was 
necessary  to  consider  the  advisabil- 
ity of  closing  the  Department,  for 

there  was  a  danger  it  might  just 
dwindle  away.  Instead,  the  Trustees 
decided  they  had  a  major  respon- 
sibility to  the  deaf-blind,  and  that 
this  could  only  be  met  by  arrang- 
ing for  a  special  training  program 
for  teachers  of  deaf -blind  children. 

In  1956  such  a  program  was  or- 
ganized with  the  cooperation  of 
Boston  University  School  of  Edu- 
cation, and  from  that  moment  the 
Department  grew  steadily  so  that 
by  1964  there  were  approximately 
forty  children  enrolled  with  seven- 
teen teachers  and  a  number  of 
other  specialists. 

During  recent  years,  also,  de- 
partments for  the  deaf-blind  have 
been  opened  at  the  Alabama  Insti- 
tute for  the  Deaf  and  Blind  in  Tal- 
ladega, the  Michigan  State  School 
for  the  Blind  in  Lansing,  the  Illi- 
nois Braille  and  Sight  Saving  School 
in  Jacksonville,  and  the  Washing- 
ton State  School  for  the  Blind  in 

Programs  for  educating  the  deaf- 
blind  have  also  increased  in  num- 
ber overseas.  In  1951  Miss  Joan 
Shields  came  to  us  from  England 
to  spend  a  year  in  our  Department, 
and    returned    to    head   the    Deaf- 

David  Chee,  who  is  a  Navaho  Indian 
with  Justin  Kelly. 


Blind  Unit  at  the  Condover  Hall 
School  for  Blind  Children  with  Ad- 
ditional Handicaps,  near  Shrews- 
bury. This  Department  now  num- 
bers some  fifteen  children  from  all 
parts  of  England. 

Since  our  training  course  was 
inaugurated  several  other  men  and 
women  have  come  to  us  from  over- 
seas. One  of  these  is  now  teaching 
a  deaf-blind  child  in  Switzerland, 
another  has  a  class  in  the  Argen- 
tine, and  a  third  has  one  in  Brazil. 
We  have  trained  a  teacher  to  estab- 
lish a  program  in  Iceland.  Cur- 
rently two  trainees  are  with  us 
from  Australia,  and  one  from  Hol- 

Juanita  Morgan  (Perkins  '63)  enjoys 
a  Perkins  reunion  with  Leonard 
Dowdy  (Perkins  '48). 

and  special  care  is  still  small. 
Worldwide  the  percentage  must  be 
very  low  indeed.  It  is  encouraging 
that  more  progress  has  been  made 
in  this  field  in  the  last  decade  than 
in  all  previous  history,  nevertheless 
the  way  ahead  is  a  long  one,  and  it 
will  doubtless  be  many  years  be- 
fore satisfactory  educational  pro- 
grams are  available  to  every  deaf- 
blind  child. 

Mealtime  in  a  Cottage. 

land.  Candidates  are  expected  the 
next  year  from  Denmark  and  New 
Zealand,  and  plans  are  under  con- 
sideration to  admit  others  from 
Japan  and  Korea. 

In  the  one  hundred  and  twenty- 
seven  years  since  1837  consider- 
able progress  has  thus  been  made 
in  educating  deaf-blind  children. 
Nevertheless,  the  percentage  of 
these  children,  even  in  the  United 
States,  who  are  receiving  thorough 

Solveig  Jonsdottir  comes  from  Iceland. 


Landmarks  in  the  History  of  the  Education  of 
Deaf-Blind  Children 

October  1837  Laura  Bridgman,  just  two  months  short  of  her  eighth  birth- 
day is  entered  at  Perkins.  Dr.  Howe  teaches  her  himself.  Laura  becomes 
the  first  deaf,  blind  and  mute  child  to  acquire  an  education.  News  of  this 
brilliant  success  travels  far  and  wide.  .  .  .  From  this  time  on,  Perkins  was 
never  without  at  least  one  deaf-blind  pupil. 

January  1842  Charles  Dickens,  accompanied  by  his  wife,  visited  Perkins 
and  "did  not  deign  to  notice  anything  or  anybody  except  Laura"  who  in- 
spired him  so  greatly  that  he  devoted  much  of  a  chapter  in  his  published 
American  Notes,  to  praising  her  and  the  accomplishments  of  Dr.  Howe. 

1887  In  Alabama  thfe  Kellers  read  Dickens'  American  Notes  and  appeal  to 
Dr.  Howe's  successor,  Michael  Anagnos  for  help.  As  a  result  Annie  Sullivan 
leaves  Perkins  to  teach  Helen  Keller. 

1889-1893     Helen  Keller  and  Annie  Sullivan  in  residence  at  Perkins. 

1890  Helen  Keller  learns  that  Ragnhild  Kaata,  a  deaf-blind  girl  in  Norway, 
had  been  taught  to  speak  by  the  oral  method  of  instruction.  Helen  begins 
a  long  period  of  instruction  in  speech  which,  while  never  wholly  successful, 
gave  her  the  ability  to  communicate  with  relative  freedom  and  to  engage 
later  in  lecture  tours. 

1900-1904  Helen  Keller  studies  at  Radcliffe  College  and  is  graduated  with 
the  degree  of  B.A.  She  begins  a  life  of  service  to  the  blind,  deaf,  and  deaf- 
blind  of  the  world. 

1931  Miss  Inis  B.  Hall  introduces  the  Tadoma  Method  of  teaching  speech 
by  vibration  to  the  deaf-blind  children  at  Perkins. 

1932  Dr.  Gabriel  Farrell  organizes  the  program  for  deaf-blind  children 
into  a  special  department  at  Perkins,  headed  by  Miss  Hall. 

1942  Miss  Hall  leaves  to  take  charge  of  the  instruction  of  deaf-blind  chil- 
dren in  the  California  School  for  the  Blind. 

1953  A  Conference  of  Educators  of  Deaf-Blind  Children  is  held  at  Perkins 
in  May,  resulting  in  the  formation  of  the  National  Committee  on  Deaf- 
Blind  Children.  .  .  .  Perkins  Trustees  announce  a  program  to  enlarge  the 
Department  for  Deaf-Blind  Children  to  include  teacher-training  and  re- 

1956  With  the  cooperation  of  Boston  University  School  of  Education  Per- 
kins announces  the  first  graduate-level  training  program  for  training  teach- 
ers of  the  deaf-blind.  A  program  of  research  with  our  children  is  also  in- 
augurated at  this  time.  .  .  .  From  this  time  on,  with  more  trained  teachers 
available,  the  Deaf-Blind  Department  increases  in  size  very  rapidly. 

July  1962  An  International  Conference  on  the  Education  of  the  Deaf-Blind 
is  held  at  Condover  Hall  School  for  Blind  Children  with  Additional  Handi- 
caps near  Shrewsbury  in  England.  Representatives  of  eleven  countries  in 
America  and  Europe  attend. 

Perkins  releases  a  film  entitled  Children  Of  The  Silent  Night  dealing  with 
the  Deaf-Blind  Department.  The  film  rapidly  becomes  popular  both  in  the 
United  States  and  overseas  where  its  influence  is  considerable. 

1964  The  Perkins  Deaf-Blind  Dept.  includes  a  professional  staff  of  twenty- 
seven  and  a  large  number  of  attendants  and  household  staff  to  care  for 
thirty-eight  deaf-blind  children. 



Fortunately  the  number  of  deaf- 
blind  children  is  quite  small,  though 
just  how  many  there  are  in  the 
world  is  impossible  to  determine. 
Frequently  when  our  motion  pic- 
LENT NIGHT  is  telecast,  it  is  not 
uncommon  for  a  surprising  num- 
ber of  previously  unknown  deaf- 
blind  children  to  come  to  light. 
This  is  especially  true  when  it  is 
shown  overseas. 

Since  the  children  are  few  in 
number,  programs  for  the  deaf- 
blind  usually  serve  a  large  area.  It 
is  not  satisfactory  to  educate  a 
mere  handful  of  such  children 
alone.  They  need  the  companion- 
ship and  competition  of  contem- 
poraries with  similar  problems;  and 
indeed  where  the  program  is  so 
small  that  the  number  of  teachers 
is  minute,  such  teachers  find  them- 
selves in  a  sadly  isolated  situation. 

Consequently,  requests  for  our 
services  come  from  a  vast  area,  in- 
cluding other  countries.  Usually 
the  need  is  for  help  in  evaluating 
children  which  is,  indeed,  an  im- 
portant and  difficult  matter. 

Whenever  possible  we  encourage 
parents  to  bring  their  children  to 
Watertown  for  observation  and 
tests.  With  the  parents,  a  State 
worker  often  comes  too,  so  that 
in  the  event  the  child  eventually 
comes  to  us,  several  people  from 
the  home  community  are  familiar 
with  Perkins  and  know  more  of 
what  they  can  expect  and  also  what 
they  cannot  expect  us  to  accom- 

Usually  once  or  twice  a  year 
members  of  the  Department  travel 
to  other  parts  of  America  to  visit 
deaf-blind  children  in  their  home 
communities.  Sometimes  several 
children  can  be  brought  together 
in  a  central  place,  as  happened  last 
spring  in  South  Dakota.  No  charge 
is  made  for  these  consultation  serv- 

Members  of  our  Deaf-Blind  De- 
partment have  also  traveled  over- 
seas, in  which  case  we  have  also 
had  a  special  interest  in  learning 
how  deaf-blind  children  flourish  in 
other  cultures.  Visits  of  this  kind 
have  been  made  in  recent  years  to 
England,  Switzerland,  The  Nether- 
lands and  Finland. 

In  addition,  the  Director  has 
been  consulted  from  time  to  time 
about  the  deaf-blind  when  in  Den- 
mark, Sweden,  Malaysia,  Japan, 
Australia  and  New  Zealand. 

The  Perkins'  Deaf-Blind  Evaluation 
Team  received  by  the  Minister  of  So- 
cial Affairs,  Helsinki,  Finland. 


Scholarships  and  Fellowships 

PERKINS  offers  twenty-five  or  more  scholarships  each  year  to  men  and 
women  who  wish  to  prepare  themselves  as  teachers  of  blind  or  deaf- 
blind  children.  The  training  courses,  one  for  teaching  the  blind  and  the 
other  for  teaching  the  deaf -blind,  are  of  nine  months  duration,  September 
through  June,  and  are  available  to  candidates  who  possess  bachelor's  de- 
grees from  accredited  colleges  and  universities.  Credit  for  these  courses 
can  be  used  toward  obtaining  a  master's  degree  from  Boston  University. 

Scholarships  include  room,  board  and  laundry  on  the  Perkins  campus 
plus  tuition  coverage  at  Boston  University  and  a  cash  stipend,  usually  of 
five  hundred  dollars.  (The  total  cash  value  of  all  scholarship  benefits 
amounts  to  a  sum  in  excess  of  twenty-five  hundred  dollars.) 

Perkins  also  offers  a  few  Fellowships  to  experienced  teachers  of  the 
deaf  to  enable  them  to  qualify  in  the  highly  specialized  field  of  the  deaf- 

Details  on  these  Scholarships  and  Fellowships  are  available  on  request. 


Education  of  the  Blind 

The  Teaching  of  Speech  to  the  Deaf  and  Deaf-Blind  with  emphasis  on  the 

Vibration  Method 
The  Teaching  of  Language  to  the  Deaf  and  Deaf-Blind 
Methods  of  Teaching  the  Deaf  and  the  Deaf-Blind 
Science  of  Speech 

Speechreading  and  Auditory  Training 
Seminar  in  Speech,  Hearing  and  Deafness 
Observation  and  Student  Teaching 


An  eight-page  Teacher  Training  Pamphlet  describing  Perkins  Teacher-Train- 
ing Program  for  educating  teachers  of  the  blind  and  the  deaf-blind,  is  available 
at  no  charge.  Copies  may  be  obtained  by  writing  the  Director. 


Information  on  the  Deaf-Blind 


Three  new  books  on  the  education  of  deaf-bhnd  children  by  Nan  Robbins, 
educational  research  worker  on  the  Perkins  staff,  are  now  available. 


(Second  Edition)     [Perkins  Publication  No.  21] 


[Perkins  Publication  No.  22] 


[Perkins  Publication  No.  23] 

Price:  $2.00  each  postpaid.  $5.00  the  set  postpaid. 

Orders  should  be  sent  to  Dr.  Edward  Waterhouse,  Director,  Perkins  School 
for  the  Blind,  Watertown,  Massachusetts  02172. 


"Children  of  the  Silent  Night,"  27  min.  color,  is  a  16  mm.  motion  picture 
on  the  work  of  the  Perkins  Deaf-Blind  Department.  This  award  winning  film 
has  received  high  praise  from  many  different  types  of  audiences.  It  is  being 
used  as  an  educational  film  by  many  college  classes  in  exceptional  children 
and  nurses  training  classes.  It  is  also  much  in  demand  as  a  film  for  service 
groups,  public  s'chools  and  church  organizations. 

"The  Perkins  Story"  is  a  40  min.  color,  16  mm.  film,  which  deals  primarily 
with  the  education  of  blind  children,  but  also  documents  Perkins'  other  activi- 
ties. While  this  film  has  little  on  deaf-blind,  it  gives  a  background  of  the 
Perkins  School  which  in  turn  has  made  possible  the  deaf-blind  department. 

A  new  motion  picture  on  the  work  of  the  Perkins  Deaf-Blind  Department  is 
now  being  produced  and  will  be  available  in  the  Fall  of  1964.  This  film  tells 
the  story  of  Chan  Poh-Lin,  the  deaf-blind  girl  from  Singapore,  and  how  she 
is  being  educated. 

These  films  are  loaned  without  charge  except  for  return  postage.  Prints  of 
films  may  also  be  purchased.  Information  and  reservations  may  be  made 
through  Campbell  Films,  Saxtons  River,  Vt. 


The  Armstrong  Circle  Theater  presented  in  January,  1963  an  hour  program 
titled,  "The  Journey  of  Poh-Lin."  This  was  the  live  re-enactment  of  Poh-Lin's 
story  which  told  much  about  the  education  of  deaf-blind  children. 

We  have  been  informed  by  the  Armstrong  Cork  Company  that  kinescopes  of 
this  program  are  available  to  educational  groups  under  certain  circumstances. 
Due  to  various  contract  stipulations  there  is  some  red  tape  involved,  with  the 
result  that  a  borrowing  organization  has  to  fill  in  forms  indicating  how  the 
film  will  be  used  and  agree  not  to  use  it  in  certain  ways.  We  suggest  you  con- 
tact Mr.  Clyde  O.  Hess,  Public  Relations  Department,  The  Armstrong  Cork 
Company,  Lancaster,  Pennsylvania  if  you  would  like  to  use  a  kinescope  for  a 
class  or  educational  group. 




The  Perkins  Newsletter 

The  1964  edition  of  the  Perkins 
Newsletter,  prepared  as  usual  by 
our  Registrar,  Miss  Marion  A. 
Woodworth,  was  distributed  in  Feb- 
ruary in  braille  and  print  form. 
This  publication  deals  exclusively 
with  news  items  of  present  and  past 
pupils  and  staff.  Copies  may  be  ob- 
tained free  of  charge  in  either 
medium  by  writing  to  the  Registrar. 

Miss  Genevieve  Caulfield 
receives  the  Presidential 
Medal  of  Freedom 
from  President  Lyndon 
B.  Johnson  at  The 
White  House,  December 
6,  1963.  Miss  Caulfield 
was  once  a  pupil  at 

Isaac  Obie,  who  has 
no  sight  and  little 
hearing  has  developed 
considerable  skill  in 
self-expression  through 

Open  House — April  12th 

On  Sunday  afternoon,  April  12, 
Perkins  will  hold  its  annual  OPEN 
HOUSE,  throwing  open  the  Howe 
Building  to  all  comers  and  demon- 
strating many  of  its  activities,  in- 
cluding Gymnastics,  Industrial  Arts, 
Home  Economics  and  the  Writing 
and  Reading  of  Braille. 

In  recent  years  this  annual  event 
has  been  held  two  weeks  before 
Easter,  but  with  the  Easter  season 
coming  early  this  year,  it  was  de- 
cided to  postpone  the  occasion  un- 
til the  chances  of  having  good 
weather  improved. 

In  these  demonstrations,  chil- 
dren from  all  levels  of  the  School 
participate  from  first  grade  through 



Paul  L.  Bauguss,  Director  of  Music,  conducts  the  Christmas  Carol 
Concert,  December  1963. 

senior  high-school,  and  including 
some  of  the  members  of  the  De- 
partment for  Deaf-Blind  Children. 

Director  to  Travel  Again 

With  our  interests  in  several 
pupils  and  projects  overseas  grow- 
ing steadily,  the  Director  is  due  to 
make  another  brief  visit  to  Asia, 
leaving  in  the  middle  of  March.  His 
itinerary  is  expected  to  include 
Japan,  Korea,  Hong  Kong,  Ma- 
laysia, Thailand,  Burma  and  India, 
with  brief  stops  in  London  and 
Paris  en  route. 

Glee  Club  to  Maine 

Plans  are  in  preparation  for  the 
Perkins  Glee  Club  to  give  several 
concerts  in  Bangor,  Maine,  on  May 

15,  1964,  one  of  which  will  be  over 
TV  station  WABI. 

The  invitation  for  our  Glee  Club 
to  sing  in  his  hometown  has  come 

A  recent  issue  of  LENTE,  a 
professional  magazine  dealing 
with  the  blind,  published  in  Sao 
Paolo,  contains  a  report  on  the 
education  of  the  deaf-blind  in 
Brazil,  by  Nice  Tonhozi  de 
Saraiva  who  was  trained  at  Per- 
kins three  years  ago. 

In  June  1962  Srta.  de  Saraiva 
opened  the  first  class  for  deaf- 
blind  children  in  her  country  at 
the  Padre  Chico  Institute  for  the 
Blind  in  Sao  Paolo. 


from  the  Reverend  Albert  B. 
Crocker  (Perkins  1951)  who  is  a 
well-known  Evangelist  in  that  part 
of  Maine. 

Supper  and  overnight  hospitality 
are  being  provided  by  the  Bangor 
Kiwanis  Club.  Pupils  are  looking 
forward  eagerly  to  this  visit  to  the 
beautiful  State  of  Maine  in  the 
middle  of  spring. 

Charlotte  C.  Horner,  from 
Lafayette  Hill,  Pennsylvania  and 
Mr.  Albert  R.  Reynolds  of 
Victoria,  Australia  are  training 
to  teach  blind  children  and 
deaf -blind  respectively. 

Echoes  of  1964 

This  year  our  older  boys  and 
girls  will  publish  a  School  annual 
as  they  usually  do.  They  have,  how- 
ever, voted  to  change  the  name  of 
this  periodical  to  Echoes  from 
Retrospect,  by  which  name  the 
periodical  has  been  known  for  sev- 
eral years.  The  editor,  Paul  Raia, 
Class  of  1965,  is  encouraging  pu- 
pils to  prepare  original  composi- 
tions and  poems  for  inclusion  in 
the  magazine  which  will  be  pub- 
lished both  in  print  and  in  braille 


From  a  recent  letter  to  Mr.  David  Abraham,  former  Manager 
of  the  Howe  Memorial  Press  and  inventor  of  the  Perkins  Brailler; 
from  a  Curriculum  Consultant  to  the  Visually  Handicapped  in 

"A  wonderful,  incomparable,  little  Perkins  Brailler  has  been  for 
two-and-a-half  years  an  integral  part  of  my  working  life  as  a 
teacher  of  blind  high-school  students  here.  To  me  it  is  one  of  the 
few  things  which  might  be  put  into  the  class  of  UNIMPROVABLE 
— whose  excellence  renews  one's  faith  in  humanity.  To  operate  it 
is  a  delight;  even  to  carry  it  is  a  pleasure.  Many  times  I  have  hooked 
one  finger  through  the  handle  and  managed  with  no  trouble,  so 
nicely  is  it  balanced." 


in  June.  Copies  in  either  form  may 
be  obtained  for  fifty  cents  apiece 
by  writing  to  Rosalind  Silverman 
('64),  circulation  manager,  Echoes, 
Perkins  School  for  the  Blind.  The 
other  officers  are  Carol  Davis  ('64), 
Phylis  Mitchell  ('65)  coordinator 
of  articles,  Thomas  Sullivan  ('65) 
and  Rosemary  Powers  ('64)  ad- 

Plans  for  AAIB  Convention 

The  entire  staff  at  Perkins  are 
throwing  themselves  wholeheartedly 
into  preparations  for  welcoming  a 

record  crowd  to  the  biennial  con- 
vention of  the  American  Associa- 
tion Instructors  of  the  Blind  be- 
ing held  on  our  campus  June  21-25, 

Committees  are  being  set-up  to 
handle  all  phases  of  organization 
including  the  collection  of  infor- 
mation on  available  accommoda- 
tions, arrangements  for  tours,  as- 
signment of  campus  rooms,  the 
setting  up  of  exhibits,  arrangements 
for  feeding  the  multitude,  and 
countless  other  matters. 

We  all  hope  the  results  will 
please  our  many  guests. 

The  Perkins  Tower  overlooks  a  pond  on  our  campus 
where  in  earlier  centuries  the  Pequosette  Indians 
encamped.  The  campus  occupies  over  thirty  acres,  with 
playing  fields,  fine  buildings  and  beautiful  trees. 



A  visitor  from  overseas,  who  had  been  making  an  extensive  tour  of 
schools  for  blind  children  in  Europe  and  the  United  States,  asked  us, 
"Which  one  of  your  truly  remarkable  assets  do  you  consider  the  most 

This  is  a  good  question  to  evade.  Every  link  in  our  chain  of  services  is 
necessary  for  our  program  and  each  one  depends  on  the  others.  All  of  our 
unusually  fine  buildings  are  needed  for  our  various  activities;  our  spe- 
cialized teacher-training  courses  provide  us  with  the  men  and  women  we 
need;  our  program  of  tests  and  measurements  gives  us  information  about 
our  pupils  without  which  we  would  flounder  wildly;  our  Social  Service 
Department  helps  to  cement  home  and  School;  our  excellent  library.  The 
list  could  be  expanded  considerably. 

All  these  varied  items  were,  when  we  acquired  them,  exploratory  in  na- 
ture. Our  history  is  full  of  ''firsts" — first  deaf-blind  success,  first  graduate 
to  college,  first  kindergarten,  first  teacher-training  course,  first  in  phys- 
iotherapy and  speech  correction. 

One  asset  not  listed  above  has  made  these  pioneering  endeavors  possi- 
ble. This  is  our  endowment. 

Every  new  departure  in  education  requires  money  that  has  not  been 
assigned  to  other  purposes.  Usually  it  is  a  small  sum  to  get  a  new  plan 
into  operation.  As  we  look  back  over  our  records  we  can  see  how  little  it 
took  Dr.  Howe  to  teach  Laura  Bridgman.  The  first  of  our  kindergarten 
cottages  in  Jamaica  Plain  cost  Michael  Anagnos  a  relatively  small  sum. 
Dr.  Allen  began  to  train  teachers  at  virtually  no  cost  to  the  School  at  all. 

So  it  has  been  with  each  forward  step.  On  each  occasion  the  extra- 
budgetary  funds  were  available.  No  appropriations  committee  had  to  be 
persuaded  that  what  was  considered  good  enough  for  their  generation  was 
not  good  enough  for  the  next.  Our  Trustees,  who  since  our  founding  have 
invariably  welcomed  the  next  step  forward,  put  things  into  motion  each 

None  of  these  programs  has  remained  small.  Our  embryo  kinder- 
garten grew  apace;  our  psychological  and  research  activities  have  ex- 
panded many  times;  so  have  our  teacher-training  courses.  The  greatest 
growth  has  been  in  our  Deaf-Blind  Department  which  cost  over  $350,000 
during  the  school  year  1962-1963. 

Endowments  which  are  adequate  to  put  a  program  into  effect  are  rarely 
sufficient  to  keep  it  going.  As  with  every  private  school  and  college  that  is 
keeping  abreast — or  ahead — of  the  times,  Perkins  needs  to  see  its  en- 
dowment grow.  Through  bequests  and  donations,  and  through  a  few 
Government  grants,  we  have  been  able  to  expand  existing  services  and 
add  new  ones  as  needed.  We  are  confident  that  our  friends  will  continue 
to  support  us  in  ever  increasing  amounts. 

In  answering  our  visitor,  we  would  be  compelled  to  list  our  substantial 
endowment  among  our  most  important  assets;  without  it  we  would  have 
relatively  few  others. 




I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the 
Blind,  a  corporation  duly  organized  and  existing  under  the  laws  of  the 
Commonwealth  of  Massachusetts,  the  sum  of  dollars 

($  ),  the  same  to  be  applied  to  the  general  uses  and  purposes 

cf  said  corporation  under  the  direction  of  its  Board  of  Trustees;  and  I 
do  hereby  direct  that  the  receipt  of  the  Treasurer  for  the  time  being  of 
said  corporation  shall  be  a  sufficient  discharge  to  my  executors  for  the 


I  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and  existing  under  the  laws  of  the  Com- 
monwealth of  Massachusetts,  that  certain  tract  of  real  estate  bounded 
and  described  as  follows: 

(Here  describe  the  real  estate  accurately) 
with  full  pow^r  to  sell,  mortgage  and  convey  the  same  free  of  all  trust. 


The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 

Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109 



1829  School  granted  Charter  by 
Massachusetts  Legislature — the 
first  in  America — Dr.  John 
Fisher  mainly  responsible. 

1832  School  opens  with  Samuel 
Gridley  Howe  as  Director,  us- 
ing rooms  in  his  father's  home 
in  downtown  Boston. 

1837  First  embossed  books  printed. 
Laura  Bridgman  arrived — first 
deaf-blind  mute  in  the  world 
to  be  educated. 

1839  School  moved  to  South  Bos- 
ton, having  occupied  home  of 
Thomas  Handasyd  Perkins  for 
several  years. 

1841  Workshop  opened  (Closed  in 
1951,  being  no  longer  needed). 

1842  Charles  Dickens  visited  Per- 
kins. In  his  American  Notes 
he  enthusiastically  praised 
Howe's  work  with  Laura  Bridg- 

1876  Michael  Anagnos  succeeded  to 
directorship  upon  Dr.  Howe's 

1880  Blindiana  Library  and  Museum 

1881  Anagnos  established  Howe  Me- 
morial Press  to  emboss  braille 

1887  Anagnos  established  the  first 
kindergarten  for  the  blind,  lo- 
cated in  Jamaica  Plain. 

1887  Annie  Sullivan  begins  teaching 
Helen  Keller. 

1889-93  Helen  Keller  resides  at  Per- 

1907  Edward  E.  Allen  succeeds  Mr. 
Anagnos  who  died  on  a  visit 
to  the  Balkans. 

1908  First  Physiotherapist  in  school 
for  the  blind. 

1912  School  moves  to  Watertown 
from  South  Boston  and  Ja- 
maica Plain.  Cottage  Family 
Plan  which  had  been  intro- 
duced by  Dr.  Howe  now  used 
throughout  the  School. 

1916  Dr.  Allen  hires  first  Home  Vis- 
itor in  a  school  for  the  blind. 

1920  Samuel  P.  Hayes  begins  work 
at  Perkins  resulting  in  first  psy- 
chological tests  for  blind  chil- 
dren, known  as  the  Hayes- 

1920  First  graduate-level  Teacher- 
training  program  established  in 
cooperation  with  Harvard  Uni- 

1924  First  Speech  Therapist  in  school 
for  the  blind  hired. 

1931  Dr.  Gabriel  Farrell  replaces 
Dr.  Allen  who  retired. 

1932  Perkins  celebrates  completion 
of  first  century  of  service.  In- 
struction of  deaf-blind  children 
organized  into  special  depart- 

1947  Perkins  admitted  to  member- 
ship in  New  England  Associa- 
tion of  Colleges  and  Secondary 

1951  Dr.  Farrell  retired  and  was  suc- 
ceeded by  Dr.  Edward  J. 
Waterhouse.  First  Perkins 
Braillers  produced,  designed  by 
David  Abraham  at  the  Howe 

1952  Department  of  Psychology  and 
Guidance  established — clinical 
psychologist  added  to  staff.  Dr. 
Gabriel  Farrell  appointed  Di- 
rector Emeritus  and  presided 
over  First  International  Con- 
ference of  Educators  of  Blind 
Youth  in  Bussum,  The  Nether- 

1953  Conference  of  Educators  of  the 
Deaf-Blind  at  Perkins. 

1955  Perkins  and  Boston  University 
establish  first  training  pro- 
gram for  teachers  of  the  deaf- 

1956  Helen  Keller  dedicates  Keller- 
Macy  Building  in  honor  of  her- 
self and  her  Perkins  teacher, 
Annie  Sullivan  Macy.  This  is 
the  headquarters  of  the  Deaf- 
Blind  Department. 

1960  New  Gymnasium  built  to  pro- 
vide greater  facilities  for  wres- 
tling, bowling  and  roller  skat- 

1962  Dr.  Waterhouse  appointed 
Chairman  of  the  Executive 
Committee  at  the  Third  In- 
ternational Conference  of  Ed- 
ucators of  Blind  Youth  at 
Hannover,  Germany.  Twenty 
thousandth  Perkins  Brailler 



VOL.  XXXIII,  NO.  4 

JUNE  1964 





In  1912  Dr.  Edward  E.  Allen  built  an  imposing  tower  on  the  Perkins  Cam- 
pus which  stands  as  a  symbol  of  the  dignity  of  our  profession  and  of  the  high 
goals  we  seek  for  all  our  pupils. 

Table  of  Contents 

The  Founding  Fathers 3 

The  Howe  Regime  1831-1876 4 

The  Anagnos  Years  9 

Editorial 10 

Greetings  from  Our  President 11 

Edward  E.  Allen,  Educator   13 

Second  Century    15 

The  Wheelwright  Bells 15 

The  Fifth  Director 17 

Campus  Names    20 

The  Stephen  Blaisdell  Story   21 

On  and  Off  The  Campus 22 

The  Changing  Names  of  Perkins 24 


The  AAIB  first  met  in  1853  in  New  York  City.  Altogether  it  has  held 
forty-seven  conventions  and  four  of  these  have  been  as  the  guests  of 

The  third  meeting  was  held  in  1872  in  Boston,  the  twenty-eighth  meet- 
ing was  held  in  1924  at  Watertown  as  were  also  the  thirty-eighth  meeting 
in  June  1946  and  the  forty-seventh  in  1964.  The  1946  meeting  was  ac- 
tually a  postponement  of  one  planned  for  1942  which  was  canceled  at 
the  request  of  President  Roosevelt  because  of  conditions  arising  from 
World  War  II. 


Thomas  Handasyd  Perkins 

The  Founding  Fathers 

WHILE  no  one  person  can  be 
said  to  have  been  the  sole 
Founder  of  Perkins,  the  first  man 
known  to  have  recognized  the  need 
for  a  school  for  blind  children  in 
New  England  was  Dr.  John  D. 
Fisher  who  as  a  medical  student  in 
Paris  had  visited  L'Institution  Na- 
tional des  Jeunes  Aveugles  (The  Na- 
tional Institution  for  Blind  Youth). 
This  was,  and  is,  the  parent  of  all 
schools  for  the  blind  on  earth.  It 
was  founded  in  1784  by  Valentin 
Haiiy,  the  pioneer  in  whose  foot- 
steps walk  all  those  who  have 
taught  blind  girls  and  boys. 

In  1826  Dr.  Fisher  returned  to 
his  native  Boston  to  become  a 
medical  practitioner.  Although  he 
was  not  the  pioneering  type  him- 
self, he  shared  his  thoughts  about 
educating  blind  children  with  a 
small  group  of  his  friends  who  met 
on  an  icy  day  in  February  1829  at 
the  Exchange  Coffee  House.  He 
aroused  their  interest  and  they  im- 
mediately applied  to  the  Massachu- 
setts Legislature  for  a  Charter.  On 
March  2,  1829  the  New  England 
Asylum  for  the  Blind  was  incor- 
porated "to  educate  sightless  per- 

The  Charter  named  thirty-nine 
prominent  Bostonians  as  Incorpo- 
rators. These  are  indeed  historically 
our  Founding  Fathers.  Among 
them  was  John  Fisher  himself  and 
the  blind  historian,  William  H. 
Prescott.  Also  included  was  a 
wealthy  merchant,  Thomas  Hand- 
asyd Perkins,  whose  name  the 
school  was  soon  to  bear.  Included 
also  were  members  of  two  Boston 
families  who  have  provided  the 
school  with  a  succession  of  trus- 
tees. These  were  Thorndike  and 

In  1830  the  Corporation  elected 
its  first  officers  and  twelve  Trus- 
tees, one  of  whom  was  Horace 
Mann.  Their  first  task  was  to  find 
a  man  who  would  set  their  ideas  to 

Meanwhile  another  Boston  phy- 
sician, Samuel  Gridley  Howe,  had 
come  home  from  fighting  and 
doctoring  in  the  Greek  War  of  In- 
dependence. On  Boylston  Street  one 
day  Howe  met  by  chance  with 
Fisher  and  some  of  his  fellow  trus- 
tees. "Here  is  Howe!  The  very  man 
we  have  been  looking  for  all  the 
time!"  said  Fisher.  The  response 
was  immediate:  A  "meeting  of  flint 
with  steel,"  as  Howe's  daughter 
Laura  described  it  some  years  later. 

Whether  they  realized  it  or  not, 
the  Founding  Fathers  had  made  an 
historic  decision. 

THE  HOWE  REGIME  1831-1876 

The  years  which  began  with  the 
accidental  encounter  between  Fisher 
and  Howe  on  Boylston  Street  in 
Boston  were  indeed  important  ones 
for  blind  children  in  all  the  years 
that  followed.  Decisions  made  then 
and  standards  then  established  still 
have  their  effect  today  not  only  in 
Boston  but  in  distant  corners  of 
the  globe. 

Lessons  from  Europe 

The  story  begins  with  Howe 
visiting  European  schools  for  the 
blind  at  the  request  of  the  Trustees. 
On  his  return  he  wrote  an  extensive 
report  which  in  many  ways  can 
still  serve  as  a  basis  for  educa- 
tional programs  for  blind  youth. 
He  reported,  "I  visited  all  the  prin- 
cipal institutions  for  the  blind  in 
Europe,  and  found  in  all  much  to 
admire  and  to  copy,  but  much  also 
to  avoid."  He  was  distressed  by  the 
inadequacy  of  programs  as  a 
whole.  In  France  he  found,  "There 
are  only  one  in  three  hundred  of 
their  blind  who  receive  an  educa- 

With  universal  free  education  a 
burning  issue  in  the  United  States 
at  that  time,  it  is  not  surprising 
that  Dr.  Howe,  who  was  to  become 
the  close  friend  and  collaborator 
of  Horace  Mann,  should  be  dis- 
satisfied with  this  situation  and  de- 
termined to  provide  a  program 
which  would  be  available  to  all 
blind  persons  who  could  profit 
from  an  education. 

He  found  there  was  a  grievous 

Samuel  Gridley  Howe 

shortage  of  embossed  books  and 
other  equipment,  and  much  of  this 
he  felt  was  of  poor  design.  He  was 
particularly  disappointed  to  find 
that  most  of  the  boys  and  girls  on 
leaving  school  were  ill  prepared  for 
adult  life  and  that  only  a  very  few 
of  them  were  able  to  support  them- 
selves. He  was  delighted,  however, 
with  the  outstanding  successes  of  a 
few,  and  recognized  the  great  im- 
portance of  these  successes  as  ex- 
amples for  others.  On  the  whole  he 
decided  that  the  European  schools 
were  "beacons  to  warn  rather  than 
lights  to  guide." 

The  happiest  of  his  recollections 
was  of  boys  from  the  school  in 
Paris  playing  in  a  park  where  "they 
run  away  among  the  trees,  and 
frolic  and  play  together  with  all 
the  zest  and  enjoyment  of  seeing 
children.  They  know  every  tree  and 
shrub,  they  career  it  up  one  alley 
and    down    another,    they    chase, 


catch,  overthrow  and  knock  each 
other  about,  exactly  like  seeing 
boys;  and  to  judge  by  their  laugh- 
ing faces,  their  wild  and  unre- 
strained gestures,  and  their  loud 
and  hearty  shouts,  they  partake 
equally  the  delightful  excitement 
of  boyish  play."  Thousands  of 
Perkins  boys  and  girls  were  pro- 
vided with  such  experiences. 

He  wanted  to  avoid  anything 
which  would  restrict  the  normal 
growth  of  blind  children.  "We 
should  depend  entirely  neither 
upon  physical  or  intellectual  ed- 
ucation, nor  should  we  lay  down 
any  general  rule  to  be  observed 
toward  all  pupils.  One  ought  to  be 
even  more  observant  of  the  bent 
of  a  blind  boy's  mind,  and  the  di- 
rection of  his  talent,  than  he  is  in 
the  education  of  seeing  children." 
This  might  serve  as  the  charter  of 
our  guidance  programs  today. 

He  also  recognized  that  blind 
persons  must  be  encouraged  to 
behave  as  normally  as  possible  if 
they  were  to  live  satisfying  lives  in 
their  own  communities.  "I  would 
observe  that  sufficient  attention  is 
not  paid  to  the  personal  demeanor 
of  the  blind,  either  by  their  parents, 
or  in  the  public  institutions;  they 
contract  disagreeable  habits,  either 
in  posture  or  in  movement.  .  .  . 
They  are  apt  also  to  be  exceedingly 
awkward  and  embarrassed  in  com- 
pany, and  are  often  very  bashful 
while  very  vain;  all  of  this  can  be 
corrected  by  pursuing  the  same 
means  as  used  with  seeing  children 
and  by  accustoming  them  to  soci- 

attitude  of  Boston  society  to  the 
blind  at  that  time.  While  the  word 
ASYLUM  did  not  have  quite  the 
same  association  with  mental  sick- 
ness that  it  acquired  later,  it  indi- 
cated a  refuge.  Howe  had  no  in- 
tention of  providing  anything  of 
the  sort.  He  proposed  to  offer  a 
well-balanced  education  of  aca- 
demics, crafts,  games  and  music, 
and  when  he  referred  to  the  school 
he  usually  called  it  the  New  Eng- 
land Institution  for  the  Education 
of  the  Blind.  He  wanted  his  chil- 
dren to  live  lives  as  closely  akin  to 
those  of  their  seeing  brothers  and 
sisters  as  possible. 

While  in  Europe  Dr.  Howe  rec- 
ognized the  advantages  of  having 
some  blind  teachers  on  his  staff. 
He  knew  that  it  was  not  only  the 
disinterested  public  and  the  over- 
concerned  parents  of  the  pupils 
who  had  to  be  shown  that  blind 
children  could  learn  and  that  blind 
adults  could  support  themselves. 
Blind  children  also  needed  persua- 
sion, and  the  example  of  competent 
blind  instructors  was  invaluable. 
When  he  returned  from  Europe  Dr. 
Howe  brought  with  him  two  blind 
men — M.  Emile  Trencheri  from 
Paris  to  teach  academic  subjects, 
and  Mr.  John  Pringle  from  Edin- 
burgh to  give  instruction  in  crafts. 

In  July  1832,  with  two  little  girls 
as  pupils — Sophia  Carter,  eight, 
and  her  six-year-old  sister  Abbey — 
Howe  began  teaching  in  his  father's 
house  at  144  Pleasant  Street,  Bos- 
ton. By  August  the  enrollment  had 
increased  to  six,  ranging  in  age 
from  six  to  twenty  years. 

The  First  Classes 

The    name     under     which     the 
School  was  chartered  indicates  the 

The  Move  to  Pearl  Street 

The    school    soon    outgrew    the 
Howe  family  home.  Thomas  Hand- 

asyd  Perkins,  who  was  one  of  the 
Trustees  and  Vice  President,  was 
a  weahhy  Boston  merchant.  In 
April  1833  he  offered  his  home  on 
Pearl  Street  for  the  use  of  the 
school,  provided  that  during  the 
month  of  May  a  fund  of  fifty  thou- 
sand dollars  be  raised  by  wealthy 
persons  for  its  support.  This  was 
done,  for  Boston  society  was  al- 
ready learning  of  Dr.  Howe's 
School  and  giving  it  support  as  it 
has  done  most  generously  ever 
since.  Support  from  a  wider  group 
of  Bostonians  came  also  in  these 
very  early  years  and  a  Bazaar  was 
held  for  it  in  Faneuil  Hall. 

Public  Demonstrations 

Although  Dr.  Howe  had  felt  that 
European  schools  gave  far  too 
much  attention  to  public  exhibi- 
tions, he  soon  recognized  their  im- 
portance. The  School  needed  not 
only  the  financial  support,  but  the 
understanding  of  the  public,  if  his 
boys  and  girls  were  ever  to  be 
employed  on  completing  their  ed- 
ucation. Every  Saturday  the  School 
was  thrown  open  and  the  pupils 
read  aloud  from  their  scanty  supply 
of  embossed  books;  wrote  painstak- 
ingly, but  in  a  legible  script;  per- 
formed arithmetical  calculations; 
located  geographical  features  on 
raised  maps,  and  played  musical 
instruments.  Most  of  the  visitors 
were  deeply  impressed,  but  some 
skeptics  believed  the  children  could 
actually  see,  and  to  counter  this 
suspicion.  Dr.  Howe  had  the  chil- 
dren wear  strips  of  cloth  over  their 

Demonstrations  were  also  given 
in  many  public  places,  some  of 
which  were  of  great  importance. 
Interest  was  aroused  amongst  legis- 

lators in  the  New  England  States, 
and  several  schools  for  the  blind — 
including  some  in  the  Middle  West 
— owe  their  origins  to  demonstra- 
tions by  the  Perkins'  pupils  in  their 
State  Capitols. 

Early  Books  and  Equipment 

When  Dr.  Howe  returned  from 
Europe  he  brought  with  him  three 
embossed  books  acquired  in  France 
and  England.  He  soon  recognized 
that  education  could  not  proceed 
without  many  good  books.  He  also 
recognized  that  the  cost  of  such 
books  if  they  were  made  for  the 
school  alone  would  be  prohibitive. 
Consequently,  he  set  out  to  raise 
money  by  his  own  efforts  to  estab- 
lish a  printing  department  whose 
publications  could  be  sold  to  insti- 
tutions for  the  blind  throughout  the 
world,  or  could  be  used  in  exchange 
for  books  made  by  other  Presses, 
notably  those  in  Scotland.  His 
pioneering  nature  expressed  itself 
in  the  design  of  a  new  font  of  type 
which  became  known  as  Boston 
Line  Type.  This  is  still  used  by  the 
Howe  Press  on  the  title  pages  of 
its  braille  books.  Unfortunately, 
decades  of  controversy  between  pro- 
ponents of  different  designs  of  type 
now  began,  and  "the  war  of  the 
types"  which  later  involved  several 
forms  of  braille  was  not  satisfac- 
torily concluded  until  the  1920s. 

Dr.  Howe  also  recognized  the 
need  for  maps  and  designed  many 
himself.  At  his  request,  the  School 
printer,  Mr.  S.  P.  Ruggles,  de- 
signed and  manufactured  a  giant 
embossed  globe  which  nowadays 
has  an  honored  place  in  the  en- 
trance to  the  Howe  Building  in 

Dr.  Howe  never  solved  the  prob- 

lem  of  embossed  textbooks  to  his 
own  satisfaction.  He  made  efforts 
to  establish  a  national  library  for 
the  blind  without  avail.  The  print- 
ing department  which  he  estab- 
lished in  1836  was  the  forerunner 
of  the  Howe  Memorial  Press  estab- 
lished in  his  memory  by  his  suc- 

1837— A  Memorable  Year 

An  important  event  took  place 
in  1837.  Among  the  pupils  admit- 
ted that  year  was  Laura  Bridg- 
man,  a  seven-year-old  deaf-blind 
child  from  New  Hampshire.  Laura, 
the  first  deaf-blind  child  ever  to  be 
successfully  educated,  was  Dr. 
Howe's  own  personal  pupil.  Her 
advent  at  Perkins  marked  the  be- 
ginnings of  the  education  of  deaf- 
blind  persons. 

In  this  year,  also,  Dr.  Howe 
opened  a  workshop.  He  did  this 
reluctantly  for  he  had  hoped  by  in- 
cluding crafts  in  the  school  pro- 
gram and  by  giving  a  normal  ed- 
ucation to  his  boys  and  girls  he 
could  demonstrate  satisfactorily  to 
the  wealthy  manufacturers  and 
merchants  of  Boston  that  blind 
men  and  women  were  desirable 
employees.  While  he  never  seemed 
to  have  much  trouble  in  persuad- 
ing his  rich  friends  to  open  their 
pocketbooks,  he  found  that  they 
were  extremely  reluctant  to  add 
blind  persons  to  their  payrolls. 

Consequently,  he  decided  he 
would  have  a  demonstration  Shop 
where  blind  men  and  women  could 
obtain  specific  training  in  usable 
skills.  He  desired  strongly  to  avoid 
patterns  which  he  had  observed  in 
Europe  in  which  the  majority  of 
the  adult  blind  were  employed  per- 
manently  in   sheltered   workshops. 

However,  even  with  this  demon- 
stration Shop  Howe  was  never  able 
to  place  all  of  his  pupils  in  satis- 
factory employ,  and  the  Workshop 
which  opened  in  1837  was  to  con- 
tinue until  1952,  the  longest  span 
of  years  of  any  American  Work- 
shop for  the  Blind  to  date. 


The  rules  and  regulations  which 
the  Trustees  drew  up  when  the 
School  opened  required  that  "the 
pupils  will  be  taught  reading,  writ- 
ing, arithmetic,  algebra,  geography, 
history,  physiology  and  such  other 
subjects  that  are  taught  in  the  best 
common  schools;  beside  vocal  and 
instrumental  music." 

The  School  actually  opened 
with  a  staff  of  five,  including  Dr. 
Howe  and  a  matron.  We  have  al- 
ready mentioned  M.  Trencheri  and 
Mr.  Pringle,  and  the  third  instruc- 
tor was  Mr.  Lowell  Mason,  Pro- 
fessor of  Music.  Among  the  earliest 
appeals  for  funds  by  Dr.  Howe 
was  included  a  request  for  two 
thousand  dollars  for  pianofortes, 
organs  and  other  instruments.  Soon 
the  School  had  thirteen  pianos,  and 
it  was  reported  that  they  were  kept 
in  almost  continual  action  from  six 
o'clock  in  the  morning  until  nine 
in  the  evening.  Vocal  music  was 
much  cultivated  and  with  great  suc- 
cess, the  pupils  giving  public  con- 
certs which  afforded  "entire  satis- 
faction to  the  audiences."  Some  of 
the  pupils  were  prepared  to  become 
church  organists.  The  curriculum 
for  the  day  was  "in  general  terms, 
the  pupils  devote  four  hours  daily 
to  intellectual  labor;  four  hours  to 
vocal  and  instrumental  music;  four 
to  recreation  and  eating;  four  to 
manual  labor  and  eight  to  sleep." 

It  is  notable  that  even  as  early  as 
the  1837  Report  Dr.  Howe  states 
that  "we  would  also  ask  for  our 
pupils  a  share  of  public  patronage 
in  the  business  of  tuning  pianofortes. 
Some  of  them  can  tune  in  the  best 
style.  Piano  fortes  will  be  kept  in 
order  by  the  year  at  a  reasonable 
rate  and  the  work  warranted  to 
give  satisfaction  to  competent 

It  should  be  noted  also  that  in 
1837  ten  pupils  had  been  dis- 
charged and  "we  are  happy  to  add 
that  all  of  them  left  under  circum- 
stances creditable  to  themselves 
and  much  benefited  by  the  instruc- 
tion they  had  received.  One  of 
them — A.  W.  Penniman — was  em- 
ployed by  the  Trustees  of  the  new 
Institution  in  the  State  of  Ohio  to 
commence  and  direct  their  school 
and  he  is  now  thus  employed  both 
respectably  and  profitably  to  him- 
self. Charles  Morrill,  one  of  our 
earliest  pupils,  has  become  such  a 
proficient  in  in  the  science  of  vocal 
music  that  he  readily  found  em- 
ployment as  a  teacher  and  is  now 
so  employed  in  the  Academy  at 
Derry,  N.  H.  He  has  large  classes 
of  seeing  children  under  his  charge 
and  succeeds  well.  His  knowledge 
of  the  organ  and  tuning  piano 
fortes  afford  him  additional  means 
of  obtaining  a  livelihood.  Three  of 
the  others  who  had  attended  chiefly 
to  mechanical  employments  have 
commenced  work  in  their  native 
towns  and  with  the  capacity  and 
prospect  of  being  able  by  industry 
and  perseverance  to  obtain  their 
own  livelihood." 

The  Move  to  South  Boston 

In  1839  the  School  enrollment 
had    grown    to    sixty-five    and    the 

Mount  Washington  House 

Perkins  residence  on  Pearl  Street 
was  no  longer  adequate.  At  this 
time  the  large  hotel  known  as  the 
Mount  Washington  House  at  South 
Boston,  came  on  the  market.  To 
provide  funds  for  the  purchase  of 
this  property,  Mr.  Perkins  allowed 
his  Pearl  Street  estate  to  be  sold. 
This  generous  act  was  recognized 
by  the  Corporation  changing  the 
name  of  the  School  to  Perkins  In- 
stitution and  Massachusetts  Asylum 
for  the  Blind. 

Ten  years  after  Dr.  Howe  met 
Dr.  Fisher,  he  could  look  back  on  a 
remarkable  achievement.  It  is  per- 
haps easier  for  us  today  to  realize 
the  significance  of  much  of  what  he 
did  in  so  short  a  time.  The  School 
had  been  founded  and  its  finances, 
while  strictly  limited,  were  ade- 
quate for  the  moment.  Certain 
principles  and  standards  had  been 
established  which  had  already 
proved  beneficial  to  the  pupils  in 
the  School  and  which  were  to  ben- 
efit many  more  as  the  years  went 

For  another  thirty-four  years 
Howe  directed  the  School,  enlarg- 
ing and  improving  the  buildings. 
In  1870  he  introduced,  on  a  small 
scale,  the  Cottage  System  of  stu- 
dent living  which  is  such  an  im- 
portant feature  of  the  School  today. 

To  the  end  of  his  life  he  empha- 
sized always  the  desirabihty  of 
training  blind  children  for  adult 
careers  in  which  they  would  share 
to  the  fullest  the  lives  of  their  fam- 
ilies and  participate  in  community 
life.  Dr.  Howe  died  in  1876  at  the 
age  of  seventy-four. 


In  retrospect  it  seems  most  ap- 
propriate that  Dr.  Howe's  succes- 
sor, Michael  Anagnos,  should  be  a 
European,  and  especially  a  Greek. 
Howe  had  fought  for  the  political 
independence  of  Greek  citizens 
before  he  began  laboring  for  the 
social  and  economic  independence 
of  blind  men  and  women  in  Amer- 

In  1867  Howe  was  back  in  in 
Greece  distributing  relief  supplies 
to  the  Cretans  who  were  rebelling 
against  the  Turks.  There  he  met 
Michael  Anagnos  who  followed 
him  back  to  Boston  where  he  not 
only  became  >his  son-in-law,  but 
served  as  his  right-hand  man  dur- 
ing the  last  years  of  his  life. 

The  international  outlook  which 
Howe  brought  to  the  School  was 
maintained  by  Anagnos,  and  one  of 
the  first  acts  of  his  directorship 
was  to  cooperate  with  a  school  for 
the  blind  in  Vienna  in  building  up  a 
Blindiana  Library  and  Museum.  In 
later  years  this  Library  was  to 
prove  invaluable  to  teachers  in  our 
teacher-training  programs. 

Michael  Anagnos  had  been  a 
newspaper  editor  in  Athens.  His 
early  struggles  for  an  education 
made  him  sympathetic  to  the  desire 
for  learning  wherever  he  found  it, 
and  this  desire  was  strong  among 
many  blind  boys  and  girls  at  Per- 
kins.   In    his    efforts    to    raise    the 

standard  of  instruction  to  a  higher 
level,  he  soon  encountered  the 
same  shortage  of  embossed  books 
which  had  plagued  Dr.  Howe.  In 
spite  of  all  Dr.  Howe's  efforts,  the 
School  printing  press  was  small  and 
inadequately  financed.  As  a  tribute 
to  his  predecessor,  Michael  Anagnos 
in  1881  established  the  Howe 
Memorial  Press  and  appealed  suc- 
cessfully to  the  public  for  funds 
for  its  endowment. 

First  Kindergarten  for  the  Blind 

Anagnos  is  best  remembered  for 
the  "kindergarten  for  the  blind" 
which  he  established  in  Jamaica 
Plain,  a  section  of  Boston,  in  1887. 
Up  until  this  time  pupils  were  not 
accepted  at  Perkins  below  the  age 
of  eight  or  nine.  In  the  new  Kin- 
dergarten they  started  as  early  as 
five.  This  School  unit,  which  in- 
cluded not  only  a  kindergarten 
year,  but  the  first  six  grades,  was 
generously  financed  by  the  people 
of  Boston  under  the  persistent  and 
skillful  urging  of  the  School's  sec- 
ond Director. 

(Continued  on  page  13) 

The  First  Kindergarten 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


^1fs  All  Your  Faulf' 
An  open  letter  to  the  boys  and  girls  we  serve. 

Watertown,  Massachusetts 
June  21,  1964 

Dear  Girls  and  Boys: 

Through  almost  all  next  week  between  six  and  seven  hundred 
grownups  are  going  to  spend  hours  and  hours  thinking  and  talking 
about  you  here  at  Watertown.  Yes,  about  those  of  you  who  are  start- 
ing in  the  Kindergarten  in  September  and  all  of  you  who  are  going 
through  the  grades;  of  those  of  you  who  are  struggling  so  hard  with 
your  mathematics  in  your  eagerness  to  get  to  college,  and  those  few 
of  you  whose  abilities  alone  can  almost  guarantee  you  a  bright  future. 

We  are  thinking  of  you  who  see  quite  a  lot,  and  of  you  who  are  not 
only  blind  but  are  deaf  or  crippled,  or  perhaps  just  slow. 

You  have  not  been  invited  to  be  with  us,  but  you  will  be  here  all 
the  same.  We  cannot  forget  you  for  a  single  moment.  Not  a  sensible 
word  will  be  spoken  which  you  by  your  ambition  and  your  efforts 
have  not  made  inevitable.  We  have  chosen  for  our  theme,  "Our  Chal- 
lenge: Equal  Opportunity,"  which  would  be  meaningless  if  you  were 
not  demanding  to  live  as  equals  with  your  co-workers  and  fellow 


Since  the  days  of  Haliy  in  France  and  Howe  in  America,  teachers 
have  been  testing  your  forerunners,  offering  them  choices  between 
Uving  easy  and  sheltered  lives  or  accepting  the  challenge  of  open  em- 
ployment; between  custodial  care  and  the  challenges  of  family  and 
community  life.  Your  forerunners  made  the  hard  choices  and  were 
rewarded  for  them,  and  you  are  doing  the  same. 

This  is  why  your  teachers  have  so  much  to  think  about  this  week, 
so  much  to  discuss,  so  many  plans  to  make  for  what  we  hope  and  be- 
lieve you  will  want  for  your  futures. 

If  you  were  not  all  so  eager  for  life,  we  would  be  spared  this  effort. 
We  would  not  need  Conventions.  Instead,  we  could  spend  next  week 
in  the  woods  and  on  the  beaches,  in  camps  or  at  the  World's  Fair 
doing  all  the  things  I  hope  you  are  enjoying. 

But  don't  laugh  too  loudly  at  the  hard  work  you  are  forcing  us  to 
do.  We  too  like  to  make  the  hard  choices  and  share  with  you  some  of 
the  rewards  of  jobs  well  done.  Next  week  we  will  start  playing  too. 

With  very  best  wishes  to  one  and  all  of  you. 

Yours  sincerely. 

Edv^ard  J.  Waterhouse,  Director 


On  behalf  of  the  Board  of  Trustees  of  Perkins  it  is  a  pleasure  to 
welcome  the  American  Association  of  Instructors  of  the  Blind  to  our 
campus,  dedicated  as  it  is  to  aiding  blind  pupils.  We  hope  you  will 
enjoy  your  stay,  and  that  while  you  are  here  you  will  share  with  us 
your  expert  knowledge. 

There  is  always  a  chance  for  improvement  in  education  and  we 
look  forward  to  the  results  of  this  conference. 

I  welcome  you  again. 

Augustus  Thorndike,  M.D.,  President 
of  the  Perkins  Corporation 




Although  these  pictures  were 
taken  in  the  1880's,  they  show 
activities  which  were  part  of  the 
program  from  our  earhest  days 
and  are  still  carried  out  in  Wa- 
tertown  to-day.  Only  the  chil- 
dren's clothes  and  the  furnish- 
ings of  the  rooms  are  out  of 

The  spirit  and  the  ambitions  of 
the  pupils  have  also  remained 
unchanged.  Happily  the  world  is 
now  more  ready  to  accept  them 
at  their  true  value  and  to  offer 
them  challenging  employment. 

(Continued  from  page  9) 
Annie  Sullivan  and  Helen  Keller 

Probably  the  incident  in  Michael 
Anagnos'  career  which  is  the  best 
known  throughout  the  world  was 
his  choice  of  Annie  Sullivan,  a  re- 
cent graduate  from  Perkins,  to  go 
down  to  Alabama  to  work  with  the 
infant  Helen  Keller.  Using  only  the 
reports  which  Dr.  Howe  had  com- 
piled of  his  work  with  Laura 
Bridgman,  Annie  Sullivan  proved 
equal  to  the  task  of  teaching  lan- 
guage to  Helen  Keller.  The  two  of 

Helen    Keller    and    "Teacher"    Annie 

them  spent  the  years  1889  to  1893 
at  Perkins  as  the  guests  of  Michael 
Anagnos  whose  encouragement  of 
Annie  Sullivan  was  a  major  factor 
in  the  success  of  these  two  remark- 
able women. 


Dr.  Howe  was  a  physician,  and 
Michael  Anagnos  while  a  scholar 
was  primarily  an  editor.  The 
School's  third  Director,  who  suc- 
ceeded Michael  Anagnos  on  his 
death   in    1907,   was   an   educator. 

After  graduating  from  Harvard  he 
had  taught  for  several  years  in  the 
Royal  Normal  School  for  the  Blind 
in  London — a  school  whose  first 
Director  was  Francis  Campbell,  a 
former  music  teacher  at  Perkins. 
From  London  Dr.  Allen  returned 
to  Boston  where  he  taught  at  Per- 
kins for  several  years.  He  was  then 
appointed  superintendent  of  the 
School  for  the  Blind  in  Philadel- 
phia where  he  remained  for  sixteen 

In  1906  he  was  called  back  to 
Boston  on  the  death  of  Michael 
Anagnos,  and  almost  immediately 
began  a  campaign  to  move  the 
School  from  South  Boston  to  some 
site  where  there  would  be  space  for 
greater  physical  activity.  Quoting 
the  philosophy  of  Francis  Camp- 
bell, whom  he  greatly  admired,  he 
made  a  plea  for  facilities  where  the 
blind  boys  and  girls  could  be 
brought  up  in  a  much  more  active 
manner  than  was  possible  within 
the  narrow  confines  at  South  Bos- 
ton. In  1910  he  had  found  the  spot 
he  was  looking  for  on  the  Stickney 
estate  in  Watertown,  and  during 
the  next  two  years  both  the  School 
in  South  Boston  and  the  Kinder- 
garten in  Jamaica  Plain  were 
moved  to  the  present  site. 

Dr.  Edward  E.  Allen  is  responsi- 
ble for  many  firsts  in  the  education 
of  the  blind.  His  strong  interest  in 
physical  activity  for  youth  led  him 
to  appoint  the  first  trained  physio- 
therapist in  a  school  for  the  blind 
in  1908. 

The  Watertown  plant  carried  to 
fruition  the  Cottage  Family  plan 
inaugurated  by  Dr.  Howe,  but  Dr. 
Allen  immediately  recognized  that 
for  the  plan  to  succeed  as  he  hoped, 
it  was  necessary  that  a  much  closer 


Early  Days  in  the 

Girls  Close  at  Watertown 

contact  between  the  Perkins  Cot- 
tage Family  and  the  pupils'  own 
families  was  desirable.  In  1916  he 
appointed  a  Home  Visitor,  the  first 
ever  to  serve  a  school  for  the  blind 
on  a  full-time  basis.  A  year  or  two 
later,  together  with  the  Overbrook 
School  for  the  Blind,  Dr.  Allen 
engaged  the  services  of  Dr.  Samuel 
P.  Hayes,  Head  of  the  Psychol- 
ogy Department  at  Mt.  Holyoke 
College,  to  prepare  the  first  psycho- 
logical tests  for  blind  children. 
These  tests — known  as  the  Hayes- 
Binet  Tests — successfully  demon- 
strated for  the  first  time  that  the 
population  of  blind  people  does  not 
differ  in  intelligence  from  the  pop- 
ulation of  the  seeing.  That  is,  there 
is  approximately  the  same  percent- 
age of  superior,  normal,  and  in- 
ferior blind  as  you  find  among  see- 
ing boys  and  girls. 

In  1920  the  first  graduate-level 
teacher-training  program  for  teach- 
ers of  the  blind  was  established  at 
Perkins  in  cooperation  with  Har- 
vard University.  In  1924  Dr.  Allen 

appointed  the  first  Speech  Thera- 
pist as  a  full-time  employee  in  a 

By  the  end  of  the  first  century 
when  Dr.  Allen  retired,  the  shape 
of  the  School  as  we  know  it  today, 
its  ideals  and  its  standards  were 
firmly  established. 

The  three  Directors  who  headed 
the  School  throughout  this  century 
were  all  mindful  of  the  fact  that 
the  population  of  blind  people  is  a 
relatively  small  one.  The  blind 
would  always  be  a  minority  group, 
and  consequently,  if  blind  men  and 
women  were  to  take  their  place 
among  the  seeing  majority,  they 
must  make  a  greater  effort  to  ex- 
ceed in  whatever  they  set  out  to 

In  a  larger  sense,  however,  it 
was  not  so  much  the  efforts  of 
these  three  men  that  made  the 
School  what  it  is  today,  but  the  fact 
that  throughout  ten  decades  the 
challenges  which  these  directors 
and  their  staffs  hurled  at  their 
pupils  were  picked  up  and  eagerly 


accepted,  and  in  many  cases  ex- 
ceeded. All  that  the  Perkins  faculty 
could  do  was  to  offer  opportunities 
to  their  boys  and  girls.  It  was  the 
good  use  to  which  these  young 
people  put  these  opportunties  that 
made  Perkins  a  great  success.  The 
history  of  the  School  was  written 
rather  in  the  efforts  of  Sophie 
Carter,  the  first  blind  child  to  come 
to  Perkins,  and  her  many  succes- 
sors: such  as  Laura  Bridgman, 
A.  W.  Penniman,  Stephen  Blaisdell, 
Annie  Sullivan  and  Helen  Keller. 


On  the  retirement  of  Dr.  Edward 
E.  Allen  and  the  appointment  of 
Dr.  Gabriel  Farrell  to  succeed  him, 
the  School  started  on  its  second 
century.  Dr.  Farrell  brought  to  the 
School  a  vigor  and  organizing 
ability  that  led  to  immediate  im- 

One  of  his  first  tasks  was  to  or- 
ganize the  work  for  the  Deaf-Blind 
into  a  special  department  under  the 
leadership  of  Miss  Inez  B.  Hall, 
a  pioneer  in  the  use  of  the  vibra- 


In  the  Tower  of  the  Howe  Building  is  a  fine  peal  of  eight  bells 
presented  by  Mrs.  Andrew  C.  Wheelwright,  a  descendant  of  Colo- 
nel Thomas  Handasyd  Perkins.  These  bells  were  imported  from 
England  and  installed  soon  after  the  School  came  to  Watertown. 

As  is  traditional  in  Europe,  each  bell  has  a  name  and  a  text  in- 
scribed upon  it.  These  are  as  follows: 

Treble— ANGEL— "May  God  Bless  All,  Whom  We  Do  Call" 

Second — JOY — "Break  Forth  Into  Joy,  Sing  Together" 

Third— BLESSING— "O  Ye  Light  And  Darkness,  Bless  Ye  The 

Fourth— HONOUR— "Sing  Ye  To  The  Lord,  Sing,  Sing  Forth 

The  Honour  of  His  Name" 
Fifth— GLORY— "Arise,  Shine,  For  Thy  Light  Has  Come" 

Sixth— FAITH— "Send   Out   Thy    Light   And    Thy   Truth;    Let 
Them  Lead  Me" 

Seventh— HOPE— "Lift  Up  Your  Hearts;   We   Lift  Them   Up 

Unto  The  Lord" 
Tenor— LOVE— "Ring   In  The   Love   Of  Truth,   Ring   In   The 

Common  Love  Of  Good" 

The  electric  mechanism  which  sounds  the  Westminster  Chimes 
each  quarter  hour  on  the  Wheelwright  Bells  was  presented  by  the 
Perkins  Alumni  on  the  School's  125th  Anniversary. 


tion    technique    of   teaching    deaf- 
bUnd  children  to  speak. 

In  Dr.  Farrell's  early  years  also 
many  improvements  in  the  business 
of  the  institution  took  place,  and  a 
notable  event  was  the  creation  of 
the  office  of  Bursar  to  handle  busi- 
ness affairs.  In  these  years,  too,  the 
School  which  had  virtually  been 
three  schools.  Lower  School,  Upper 
School  Boys  and  Upper  School 
Girls  were  combined  into  a  single 
unit  with  the  educational  program 
under  the  control  of  a  single 

The  Perkins  Lantern 

Dr.  Farrell  was  an  experienced 
journalist  and  it  was  perhaps  in- 
evitable that  as  a  result  he  should 
inaugurate  a  magazine  to  acquaint 
friends  of  Perkins  with  the  affairs 
of  the  School.  This  magazine,  The 
Perkins   Lantern,    which    is    issued 

quarterly  in  print  and  braille  form 
was  established  in  1931.  It  has 
done  much  to  acquaint  workers  in 
our  field  with  our  endeavors  and  to 
bring  us  many  friends  among  the 
general  public.  It  also  servers  to 
keep  our  former  students  more 
closely  in  touch  with  their  School. 
The  years  of  World  War  II  were 
difficult  ones  for  the  School  and  a 
number  of  our  boys  left  earlier 
than  they  would  have  otherwise  to 
obtain  employment.  However,  the 
changing  situation  in  the  labor 
market  since  World  War  II  has 
brought  about  many  new  opportu- 
nities for  employment  among  the 
blind.  The  goal  which  Dr.  Howe 
sought  of  finding  unsheltered  em- 
ployment for  all  the  boys  and  girls 
of  the  school  finally  became  a 
reality  in  the  closing  years  of  Dr. 
Farrell's  directorship  which  ended 
in  1951. 

The  Lower  School 

Group  Counseling  in 
the  Lower  School 


As  a  result  of  this  changing  eco- 
nomic situation,  one  of  the  first 
acts  of  the  fifth  Director,  Dr.  Ed- 
ward J.  Waterhouse,  who  suc- 
ceeded Dr.  Earrell  in  1951,  was 
the  closing  of  the  Workshop  which 
Dr.  Howe  established  in  1837. 
This  Workshop  was  partly  rendered 
superfluous  by  the  establishment  in 
recent  years  of  State  Workshops. 
For  over  a  decade  no  Perkins 
pupil  had  sought  employment  in 
the  Perkins  Shop.  It  was  only  a 
matter  of  time  before  the  plant 
would  close  down  of  its  own  voli- 
tion. It  seemed  wiser  to  bring  about 
a  more  orderly  demise,  and  the 
Workshop  was  officially  closed  in 
June  1952. 

While  the  last  decade  is  too  close 
to  the  present  for  evaluation, 
certain  events  may  be  recorded. 
The  work  of  Dr.  Hayes,  encour- 
aged by  both  Dr.  Allen  and  Dr. 
Farrell,  led  in  turn  to  the  establish- 
ment   of    a    guidance    department 


ogists.  Dr. 


which  Dr. 




several  clinical  psychol- 
Allen  had  added  a  psy- 
to  the  staff,  a  practice 
Farrell  had  continued. 
Counseling  became  an 
part  of  the  School  pro- 

The  Deaf-Blind  Department 

The  Deaf-Blind  Department 
which  had  flourished  since  its 
organization  in  1931  until  the  out- 
break of  World  War  II  was  in 
serious  danger  of  collapse  in  the 
years  which  followed  the  War. 
There  was  an  acute  national  short- 
age of  trained  teachers  of  the  deaf 
— the  source  which  Perkins  had 
drawn  for  its  teachers  for  its  deaf- 
blind  children.  It  became  necessary 
for  Perkins  to  establish  its  own  pro- 
gram for  training  teachers  of  the 
deaf-blind  which  was  worked  out 
in  cooperation  with  Boston  Univer- 
sity in  1955.  A  program  of  re- 
search was  also  estabhshed  in  the 
Deaf-Blind  Department  at  this  time. 


The  Department  grew  from  five 
pupils  in  1953  to  forty  pupils  in 

Plant  Expansion 

The  first  major  addition  to  the 
Watertown  plan  for  pupil  use  was 
a  new  gymnasium  established  in 
1960  which  included  two  bowling 
alleys  and  was  large  enough  for 
the  freest  exploitation  of  roller 
skating.  This  new  gym  also  freed 
the  existing  one  for  wrestling, 
which  had  been  established  in  the 
1930's  and  had  become  a  major 
athletic  activity  in  the  School.  Other 
new  construction  during  the  past 
decade  has  included  several  staff 
residences,  a  new  maintenance 
building  and  food  handling  build- 
ing and  a  considerable  expansion 
of  the  Howe  press. 

Public  Education 

Ever  since  Dr.  Howe's  days,  it 
has  been  recognized  at  Perkins  that 
one  of  the  important  responsibil- 
ities of  a  school  for  the  blind  is  to 
educate  the  public  wherever  pos- 
sible concerning  the  abilities  of 
blind  persons.  The  demonstrations 
which  Dr.  Howe  inaugurated  are 
still  carried  out,  though  nowadays 
they  are  held  annually  rather  than 
weekly.  Modern  methods  of  mass 
education  are  used  instead,  and 
during  recent  years,  two  profes- 
sional motion  picture  films — one 
entitled  The  Perkins  Story  and  the 
other  dealing  with  the  Deaf-Blind 
Department  and  entitled  Children 
of  the  Silent  Night,  have  been  pro- 
duced for  the  School.  Over  a  hun- 
dred copies  of  these  two  films  are 
in  constant  use  throughout  the 
world  and  have  had  a  remarkable 
effect  upon  the  School's  program. 


Our  in-coming  mail  shows  a  great 
increase  in  interest  in  what  we  are 
doing  and  an  increased  request  for 
assistance  in  all  forms,  sometimes 
coming  from  distant  parts  of  the 

Overseas  Interests 

Probably  the  first  example  of  the 
influence  of  Perkins  and  its  ideas 
overseas  was  the  choice  by  Dr.  Ar- 
mitage  in  London  of  Francis 
Campbell  from  the  Perkins  staff  to 
head  the  Royal  Normal  School  for 
the  Blind.  Here  the  debt  which  Dr. 
Howe  acknowledged  from  the  les- 
sons he  learned  from  visiting 
schools  in  Europe  was  in  some 
measure  repaid. 

As  has  been  mentioned,  Michael 
Anagnos  worked  out  a  cooperative 
arrangement  with  schools  in  Eu- 
rope for  the  exchange  of  equip- 
ment and  literature.  However,  it 
was  with  the  establishment  of  our 
teacher-training  program  at  Har- 
vard in  the  1920's  that  our  oppor- 
tunities for  serving  blind  children 
overseas  really  began.  Ever  since 
this  course  started  applications  were 
received  from  candidates  from 
other  countries  and  currently  there 
are  graduates  of  our  two  teacher- 
training  programs  teaching  blind 
children  in  between  forty  and  forty- 
five  foreign  lands. 

Partly  as  a  result  of  this  we  have 
enrolled  a  number  of  blind  pupils 
from  overseas.  Perkins  graduates 
are  found  today  in  many  lands, 
some  of  them  engaged  in  the  edu- 
cation of  the  blind  and  others  lead- 
ing successful  lives  in  various  fields. 

Unchanging  Pupils 

Were  Dr.  Howe  to  return  to  the 
School  it  is  by  no  means  certain 
that  he  would  approve  of  the  pro- 
gram, the  administration,  or  the 
faculty.  There  is  no  doubt,  how- 
ever, that  he  would  wholeheartedly 
endorse  the  spirit  of  determination 
of  the  blind  boys  and  girls  of  today 
to  overcome  their  handicap  of 
blindness  in  the  same  way  that  they 
did  in  the  School's  early  years. 

T  ^'":^^4^V''M-^'fsJh^- 




PERKINS  SCHOOL  FOR  THE  BLIND  is  named  for  Colonel  Thomas 
Handasyd  Perkins,  early  benefactor. 

HOWE  BUILDING,  the  administration  building,  for  Dr.  Samuel 
Gridley  Howe,  the  first  Director. 

DWIGHT  HALL,  the  Auditorium,  for  John  Sullivan  Dwight,  long- 
time friend  and  promoter  of  the  music  world  of  the  School. 

ALLEN  CHAPEL,  for  Edward  E.  Allen,  third  Director  and  builder 
of  the  Watertown  campus. 

ANAGNOS  COURT,  in  the  Lower  School  for  Michael  Anagnos, 
second  Director  of  the  institution  and  founder  of  the  Kindergarten. 

COLBY  GYMNASIUM,  for  Miss  Jennie  M.  Colby  (Class  of  1883), 
who  distinguished  herself  in  physical  training  and  corrective  gymnastics. 

HALLOWELL  HOUSE,  the  Director's  residence,  for  Robert  H.  Hal- 
lowell,  long-time  Trustee  and  President  of  Perkins. 

KELLER  MACY  COTTAGE,  the  home  of  the  Deaf-Blind  Depart- 
ment, for  Helen  Keller  and  her  Perkins-trained  teacher  Annie  Sullivan 

STICKNEY  Gate,  at  the  Riverside  Street  entrance,  for  Joshua  Stick- 
ney,  former  owner  of  the  estate  now  occupied  by  Perkins. 

The  WHEELWRIGHT  BELLS  for  their  donor,  Mrs.  Andrew  C. 
Wheelwright,  a  descendant  of  Colonel  Perkins. 


FISHER,  for  Dr.  John  D.  Fisher,  a  founder  of  the  School. 

BROOKS,  for  Peter  C.  and  Edward  Brooks,  early  Trustees,  Presidents 
and  benefactors. 

MAY,  for  Samuel  May,  long-time  Trustee  and  President  of  the  Cor- 

OLIVER,  for  William  Oliver  of  Dorchester,  a  large  donor. 

BENNETT,  for  Miss  Gazella  Bennett,  long-time  Principal  of  the 
Girls  School. 


BRIDGMAN,  for  Laura  Bridgman,  first  deaf-blind  pupil. 

TOMPKINS,  for  Eugene  Tompkins,  generous  benefactor. 

MOULTON,  for  Miss  Maria  C.  Moulton,  housemother  of  many 

ELIOT,  for  Dr.  Samuel  Eliot,  President  of  the  Corporation  of  more 
than  a  quarter  of  a  century. 


ANAGNOS,  in  memory  of  Mrs.  Julia  Romana  Anagnos,  daughter  of 
Samuel  Gridley  Howe,  and  wife  of  Michael  Anagnos. 

BRADLEE,  for  Mrs.  Helen  Curtis  Bradlee,  a  warm  and  generous 
friend  to  the  little  children. 

GLOVER,  for  Joseph  Beale  Glover,  Trustee  and  benefactor. 

POTTER,  for  Mrs.  Sarah  E.  Potter,  generous  benefactor  to  the  Lower 



Twice  each  year,  in  February 
and  June,  every  one  of  our  pupils 
is  reminded  again  of  a  young  man 
named  Stephen  Blaisdell  who  was 
graduated  from  Perkins  a  century 
ago.  His  is  a  success  story  of  a  fas- 
cinating kind.  There  can  be  few 
people  who  are  remembered  at  fre- 
quent intervals  with  such  real  ap- 
preciation by  hundreds  of  boys  and 
girls  as  he  is. 

Blaisdell  is  not  the  only  poor  boy 
who  has  left  Perkins  to  become  a 
successful  business  man.  There  have 
been  other  boys,  and  indeed  girls 
too,  who  in  due  course  came  to 
possess  through  their  earnings  more 
than  the  ten  thousand  dollars  that 
Stephen  bequeathed  to  future  gen- 
erations of  pupils.  For  example, 
there  was  Charles  Lindsay  from 
Canada  who,  like  Stephen,  got  his 
start  in  life  as  a  piano  tuner  and 
who,  also  like  Stephen,  eventually 
made  a  pretty  penny  out  of  selling 
pianos.  He  gave  Perkins  almost 
twice  ten  thousand  dollars,  includ- 
ing half  the  cost  of  the  great  organ 
in  Dwight  Hall  which  was  our  one 
hundredth  Birthday  present  from 
our  former  students. 

But  though  there  have  been  oth- 
ers richer  than  he,  there  is  none 
among  past  students  who  is  dearer 
to  our  pupils  than  Stephen  Blais- 

dell. Throughout  his  life  he  kept  in 
close  touch  with  his  old  School, 
and  apparently  never  forgot  what 
it  was  like  to  be  young  and  to  have 
not  a  penny  in  his  pocket. 

"Pay  to  each  pupil,"  he  wrote  in 
his  will,  "the  sum  of  one  dollar  at 
the  birthday  of  Abraham  Lincoln 
in  commemoration  of  his  freeing 
the  slaves  and  preserving  the 

When  Stephen  wrote  his  Will  he 
did  not  know  just  how  much  money 
he  had  and  expected  that  the  cap- 
ital would  soon  disappear.  But  he 
had  invested  some  of  his  money  in 
western  lands,  and  these  sold  at 
such  a  fine  profit  that  for  some 
years  now  not  only  has  every  pupil 
at  the  School  received  a  dollar  on 
Lincoln's  Birthday,  but  also  two 
dollars  just  before  the  summer  va- 
cation, while  each  member  of  the 
graduating  class  has  received  fif- 
teen dollars  at  Commencement. 

All  this  has  been  going  on  since 
1901  when  Stephen  died.  He  lived 
for  sixty-one  years.  For  more  than 
that  period  since  his  death  he  has 
lived  in  the  memories  of  our  thou- 
sands of  students  to  whom  three 
dollars  each  year  and  fifteen  dol- 
lars at  graduation  is  still  a  welcome 


The  Hon.  William  E.  Powers,  Associate  Justice  of  the  Supreme  Court 
of  Rhode  Island  (Perkins  '32),  has  been  honored  by  The  National 
Fathers  Day  Committee  and  the  American  Foundation  for  the  Blind 
as  1964  "Blind  Father  of  the  Year." 






English  Educator  Gives 
Commencement  Address 

The  Commencement  speaker  at  the 
Graduation  Exercises  on  June  12, 
1964  was  Mr.  M.  S.  Colborne  Brown, 
the  Education  Oflficer  of  the  Royal 
National  Institute  for  the  Blind  in 
London,  England.  Mr.  Colborne 
Brown  is  spending  the  month  of  June 
in  the  United  States,  making  his  head- 
quarters at  Perkins,  and  visiting 
schools  in  Ontario  and  the  Northeast- 
ern United  States.  He  will  participate 
in  the  American  Association  of  In- 
structors of  the  Blind  Convention. 

May  Is  International 
Visitors  Month 

May  is  usually  the  month  when 
more  visitors  come  from  overseas 
than  at  any  other  time  in  the  year. 
We  have  welcomed  this  May  Sra.  Ma- 
ria Teresa  Tulio  of  Lisbon,  Portugal; 

Dr.  Darcy  Dale,  the  Headmaster  of 
the  School  for  the  Deaf  in  Auckland, 
New  Zealand,  Mr.  T.  L.  Rogerson, 
Assistant  Principal  of  the  School  for 
the  BHnd,  Auckland,  New  Zealand; 
Mr.  George  G.  MacMillan,  former 
pupil  at  Worcester  College,  England 
and  presently  at  Trinity  College,  To- 
ronto, Canada  who  was  accompanied 
by  Mrs.  MacMillan;  Drs.  James  C. 
Eraser  and  Philip  Jameson  Evans, 
British  Ophthalmologists  who  include 
among  their  patients  the  pupils  at 
Lickey  Grange  School  for  the  Blind, 
the  Royal  Normal  College  and  Con- 
dover  Hall  School  for  Blind  Chil- 
dren with  Additional  Handicaps; 
M.  Jacques  Masson,  Superintendent  of 
a  School  for  the  Mentally  Retarded 
in  Waterloo,  Belgium;  Dr.  A.  Leon- 
ard, Psychologist  from  Cambridge, 
England  who  is  interested  in  prob- 
lems of  mobility  among  the  blind  and 
Dr.  Rudolf  Winter  who  as  Director 
of  the  Lower  Saxony  School  for  the 
Blind  in  Hannover,  Germany  in  1962 
was  host  to  the  International  Con- 
ference of  Educators  of  Blind  Youth, 
and  Mr.  Vald.  Paaske  from  the 
Institute  for  the  Blind  in  Copenhagen, 

25,000th  Brailler  Presented 

The  Howe  Press  recently  completed 
the  manufacture  of  Perkins  Brailler 
number  25,000.  In  this  picture  are 
(1.  to  r.):  Mr.  David  Abraham,  the 
inventor  of  the  Brailler,  who  retired 
from  the  Howe  Press  in  1961;  Mr. 
Harry  J.  Friedman,  Manager  of  the 
Howe  Press,  presenting  the  Brailler  to 
Dr.  Edward  J.  Waterhouse,  Director 
of  Perkins;  and  Mr.  Fred  Lehman, 
foreman  at  the  Howe  Press,  who  is 
also  Mr.  Abraham's  son-in-law. 


F.B.I.  Headquarters  Visited 

During  the  Easter  Recess  the  Class 
of  1964  made  a  trip  to  Washington, 
D.  C.  Among  places  visited  was  the 
F.B.I.  Headquarters  where  they  are 
shown  during  the  firearms  display  in 
the  Indoor  Range. 

(Photograph:  Courtesy  of  F.B.I.) 

Children  of  the  Silent  Night 

Our  film  Children  of  the  Silent 
Night  which  tells  of  the  work  in  the 
Deaf-BHnd  department  has  again  been 
honored.  It  was  one  of  thirty  films 
chosen  to  be  shown  at  the  2nd  Inter- 
national Film  Festival  on  Rehabilita- 
tion of  the  Disabled  in  Rome  held 
on  March  19-22.  Three  United  States 

Films  received  awards  and  Children 
of  the  Silent  Night  was  one  of  them, 
receiving  the  I.N.A.I.L.  cup.  Mrs.  An- 
nette Robinson  of  the  American  Em- 
bassy accepted  the  award.  This  film 
has  previously  won  two  national 
awards,  but  this  was  the  first  outside 
of  this  country. 

Our  other  film  "The  Perkins  Story" 
has  also  won  a  National  Award. 


Cheerleaders — 1964 

Linda  Reynolds 

Rosemary  Powers     Marilyn  O'Hara 

Rosalind  Silverman       Carol  Holloway 

Lorraine  Teehan 



In  1829  an  Act  was  passed  by  the  General  Court  of  the  Com- 
monwealth of  Massachusetts  "to  incorporate  the 

New  England  Asylum  for  the  Blind." 

This  Act  empowered  the  Corporation  to  change  the  name  of  the 
institution  "as  they  may  deem  expedient." 

By  1834,  although  the  Corporation  took  no  official  vote,  the 
School  was  being  described  in  its  printed  Reports  as 

The  New  England  Institution  for  the  Education  of  the  Blind. 

This  undoubtedly  was  the  result  of  Dr.  Howe's  insistence  that  it 
was  a  School  rather  than  a  Home  that  was  needed. 

In  1839,  in  recognition  of  the  great  generosity  of  Thomas 
Handasyd  Perkins,  the  Corporation  voted  to  change  the  name  to 

Perkins  Institution  and  Massachusetts  Asylum  for  the  Blind. 

In  1877,  under  the  strong  urging  of  the  second  Director,  Michael 
Anagnos,  the  Perkins  Corporation  changed  the  name  once  more  to 

Perkins  Institution  and  Massachusetts  School  for  the  Blind. 

The  replacement  of  the  word  ASYLUM  by  the  word  SCHOOL 
was  a  great  step  forward.  However,  by  the  1940s  the  word  INSTI- 
TUTION had  become  unacceptable  to  many  persons,  including  the 
majority  of  parents.  For  this  reason  the  Corporation  in  1955  voted 
to  adopt  the  name 





VOL.  XXXIV,  NO.   1 





Among  the  313  girls  and  boys  who  arrived  in  September  1964  for  the  open- 
ing of  the  133rd  school  year  at  Perkins  are  Claire  DiSanza  of  Teaneck,  N.  J., 
and  Donald  Deignan  of  Providence,  R.  L,  shown  in  the  Study  Hall. 

Table  o£  Contents 

A  Tribute  to  the  Staff    3 

47th  Convention  of  the  American  Association  of  Instructors 6 

Teacher  Training  in  Asia    7 

The  I.C.E.B.Y.   Educator 9 

News  of  the  Director  Emertius   10 

Staff    Appointments     10 

Charles  Dickens  at  Perkins    11 

Editorial    12 

Fall    Schedule     13 

Pleasant  Memories 14 

Perkins-Condover    Exchange     21 

On  and  Off  the  Campus   22 

The  Dauntless  Knight   24 

3ln  ilf moriam 

Mary  L.  Hunt,  Housemother,  who  passed  away  on  September  4,  1964. 

Brooks  Cottage  1943  Potter  Cottage  1944-1947 

Bridgman  Cottage  1947-1960  Oliver  Cottage  1961-1964 

Dearly  loved  by  the  countless  boys  and  girls  and  men  and  women 
who  lived  and  worked  with  her  at  Perkins. 

A  Tribute  to  the  Staff 

Dr.    Augustus    Thorndike    greets 
the  staff  at  the  Perkins  Luncheon. 

our  school,  and  one  most  fre- 
quently recognized  by  professional 
observers,  is  the  fine  esprit  de  corps 
of  the  entire  staff — professional  and 
non-professional  alike.  One  meas- 
ure of  this  is  the  high  level  of  co- 
operation eagerly  offered  when  an 
activity  involves  many  persons  from 
a  variety  of  departments.  The  an- 
nual Open  House,  for  example, 
calls  on  the  efforts  of  practically 
everyone  on  the  payroll. 

In  a  short  space  of  time  on  Open 
House  day  over  a  thousand  persons 
have  to  be  fed  in  the  Cottages  at 
luncheon  and  then  over  two  thou- 
sand viewers  of  the  demonstration 
need  to  be  escorted  smoothly 
through  the  building.  In  addition, 
almost  three  hundred  children  have 
to  be  got  in  and  out  of  place  just 
at  the  right  moment.  All  this  is  not 
easy,  but  every  year  the  afternoon 
goes  off  without  a  hitch  with  ap- 
parently little  effort  on  anyone's 

Our  entire  staff  approached  the 
handling  of  the  American  Associa- 
tion of  the  Instructors  of  the  Blind 
Convention  in  just  this  spirit.  For- 
tunately, an  opportunity  occurred 
to  recognize  the  importance  of  this 
attitude  at  a  Perkins'  Staff  Lunch- 
eon on  Sunday,  June  21,  immedi- 
ately before  delegates  were  due  to 
arrive.  Over  250  employees  were 
present,  gathered  from  all  depart- 

The  head-table  guests  were  chosen 
for  their  long  service  and  to  repre- 
sent the  many  departments  of  the 
School.  The  Director  introduced 
each  one,  in  turn,  thanking  him  and 
the  staff  of  his  department  also  for 
their  loyal  service  to  Perkins  and 
particularly  for  the  extra  work  done 
in  preparation  for  the  Convention. 
Prior  to  this.  Dr.  Augustus  Thorn- 
dike,  President  of  the  Corporation, 
expressed  his  pride  in  the  School 
and  its  staff,  and  his  pleasure  and 
that  of  Mrs.  Thorndike  in  being 
present  with  so  many  of  them.  He 

pointed  out  that  this  was  probably 
the  first  time  since  the  School  was 
founded  that  the  staff  had  come  to- 
gether in  this  way. 

Head  Table  Guests 

J.  Stephenson  Hemphill,  Bursar, 
for  twenty-six  years  the  capable 
guardian  of  the  School's  business 

Michael  S.  Colborne  Brown, 
Education  Officer  of  the  Royal  Na- 
tional Institute  for  the  Blind  in 
London,  whose  presence  reminded 
us  of  an  invaluable  and  most  wel- 
come "Department"  of  the  School: 
namely,  the  guests  who  visit  us  so 
frequently.  Mr.  Brown  was  wel- 
comed both  in  himself  and  as  rep- 
resenting other  guests  present  in 
the  tent,  including  the  Board  of  Di- 
rectors of  the  AAIB  and  their  fam- 

Miss  Catherine  Sinclair  whose 
twenty-four  years  of  service  have 
been  divided  equally  between  the 
now  defunct  Perkins  Workshop  in 
South  Boston  and  Potter  Cottage 
which  she  has  served  admirably  as 

Paul  Gifford  "who  was  one  of 
my  pupils  when  I  came  to  the 
School  in  1933"  and  who  for 
twenty-seven  years  has  been  a  loyal 
page  and  shipping  clerk  in  the  Li- 

Mrs.  Rose  Vivian,  the  teacher 
with  the  longest  service — twenty- 
two  years — in  the  Department  for 
Deaf -Blind  Children.  She  was  Rose 
M.  DeDominicus  when  we  knew 
her  first  until  Bob  Vivian,  a  Perkins 
student,  came  along  sharing  with 
Shakespeare  the  belief  that  "a  Rose 
by  any  other  name.  .  .  ." 

Isaac  Finneault  who  with  eight- 
een years  of  service  represented 
the  household  staff.  "Ike  is  the 
Janitor  in  my  office;  I  can  testify 
to  his  invaluable  service." 

Mrs,  Eldora  Maddox,  the  cook 
who  has  served  us  longest.  For 
seventeen  years  she  has  fed  her 
Cottage  well. 

Sidney  Durfee,  Perkins  graduate 
and  successful  piano  tuner,  for 
seventeen  years  the  much-loved 
head  of  the  Tuning  Department. 

Miss  Verna  Anderson,  for  twenty- 
two  years  the  loyal,  efficient,  hard- 
working assistant  to  the  Bursar, 
representing  the  many  secretaries 
on  our  staff  without  whom  the 
School  would  promptly  cease  to 

Michael  Boyle,  Engineer  for 
thirty-two  years  during  which  light 
and  warmth  have  been  unfailingly 
supplied  us. 

Thomas  White,  whose  absence 
from  the  table  typified  the  unceas- 
ing importance  of  his  job  as  Engi- 
neer for  twenty-eight  years.  Tom 
was  watching  the  dials  in  the 
Power  House  while  we  ate,  provid- 
ing electricity  to  the  caterers  and 
for  the  PA  system  which  broad- 
cast his  story. 

Carl  PentZy  roofer  for  thirty-one 
years  and  Dean  of  the  Buildings 
Department.  "I  cannot  remember 
any  leaking  roofs." 

Miss  Ethel  MacKenzie,  Account- 
ant, with  twenty-three  years  on  the 
staff.  "Her  accuracy  is  demon- 
strated by  the  fact  that  I  have  re- 
ceived over  three  hundred  pay 
checks  from  Perkins  and  she  never 
overpaid  me  once." 

Paul  Bauguss,  Director  of  Music 
and  guardian  of  our  high  musical 
standards  for  twenty-nine  years. 

Mrs.  Frederick  J.  Leviseur,  Trus- 
tee, whose  father — Albert  Thorn- 
dike — was  Treasurer  of  Perkins  for 
many  years  during  Dr.  Allen's 
regime.  As  Miss  Rose  Thorndike 
she  came  to  Perkins  during  World 
War  I  to  study  crafts  so  that  she 
could  instruct  war-blinded  French 
soldiers.  She  has  served  the  Board 
well  for  many  years. 

Benjamin  F.  Smith,  Principal  and 
Dean,  has  served  Perkins  for 
twenty-five  years.  He  is  responsible 
for  many  innovations  in  our  pro- 
gram, such  as  wrestling  which  he 
introduced  in  the  1930s.  "My  clos- 
est friend  for  a  quarter  of  a  cen- 
tury in  which  time  we  have  never 
had — to  my  recollection — a  single 
serious  disagreement." 

Mary  L.  Hunt,  well-loved  house- 
mother for  twenty  years,  mainly  in 
Potter  and  Bridgman  and  now  in 
Oliver.  "She  retires  this  week;  she 
will  be  greatly  missed." 

Joseph  Jablonski,  a  Perkins  grad- 
uate hired  by  Dr.  Allen  in  1930. 
Allowing  for  several  years'  absence, 
he  has  taught  for  twenty-five  years. 

Florence  J.  Worth,  hired  by  Dr. 
Allen  forty-two  years  ago,  she  has 
served  efficiently  and  loyally  in  the 
Library  ever  since,  giving  her  the 
longest  term  of  service  of  us  all. 

Edward  Jenkins,  a  Perkins  grad- 
uate who  has  taught  music  for 
thirty-one  years,  a  skilled  organist 
and  composer. 

Marion  A .  Woodworth  who,  after 
forty-two  years  as  teacher,  librarian 
and  registrar,  is  retiring  this  sum- 

Armand  Michaud,  Perkins  grad- 
uate, teacher  of  French  for  twenty- 

eight  years  and  lover  of  nature. 
Armand  has  chosen  to  retire  this 
summer  to  live  in  the  country. 

Miss  Eleanor  Thayer,  teacher  of 
our  Lower  School  Chorus  for 
thirty-five  years,  has  served  in  the 
Music  Department  longer  than  any- 
one else. 

Albert  Czub,  a  Perkins  graduate 
and  longest  term  employee  of  the 
Howe  Press  who  has  tried  out  most 
of  the  twenty-six  thousand  Braillers 
so  far  produced. 

Miss  Mollie  Cambridge,  a  stu- 
dent at  Perkins  and  later  at  the 
Sorbonne,  teacher  of  languages  and 
mathematics  for  twenty-six  years. 

Eeo  Harrington,  a  seventeen-year 
emplo3^e  in  the  storeroom  and  now 
head  of  the  laundry. 

Miss  Catherine  Kelly,  a  maid  in 
Bradlee  Cottage  for  thirty-seven 
years  and  a  friend  to  hundreds  of 
little  girls  and  boys. 

Mrs.  Sina  Waterhouse,  "who 
should  not  be  deprived  of  a  tribute 
just  because  she  is  my  wife,"  for 
forty  years  a  speech  therapist,  she 
represents  the  small,  but  vitally  im- 
portant group  on  our  faculty  "who 
remember  what  it  is  like  to  be 
young  and  to  be  blind."  Her  influ- 
ence, both  conscious  and  uncon- 
scious, both  directly  on  the  pupils 
she  serves  and  indirectly  on  the 
staff  and  administration,  has  per- 
haps resulted  in  her  being  the  most 
important  of  us  all. 

Augustus  Thorndike,  M.D.,  Pres- 
ident of  the  Perkins  Corporation. 
There  was  a  Thorndike  among  our 
original  incorporators,  and  other 
Thorndikes  have  served  long  terms 
on  our  Board.  His  presence  with 
Mrs.  Thorndike  was  greatly  ap- 


The  47th  Convention  of  the 
American  Association  of 
Instructors  of  the  Blind, 
June  21-25,  on  the  Perkins 

Mr.  Carl  J.  Davis  (top  right)  Head,  Depart- 
ment of  Psychology  and  Guidance,  played  a 
major  role  as  a  member  of  the  AAIB  Board  of 

Delegates  to  the  Convention  admire  the 
twenty-five  thousandth  Perkins  Brailler  on  dis- 
play which  was  donated  to  the  AAIB  Presi- 
dent, Max  Woolly  (top  left). 

Most  of  the  real  Convention  business  took 
place  in  the  many  Workshop  sessions  (center 

Meals  were  provided  in  a  large  tent  on  the 
Boys'  Athletic  Field  (bottom  left). 

Boys  and  girls  of  the  Perkins  Class  of  1965 
earned  money  for  their  class  trip  by  selling 
candy  and  soft  drinks. 

In  Bombay  the  Director  talked  to  teachers  and  teacher  trainees.  Above 
center  is  Sri  K.  N.  K.  Jussawala  who  directs  the  training  program. 

Teacher  Training  in  Asia 

One  of  the  most  satisfying 
aspects  of  an  Asian  tour  which 
I  made  in  March  and  April  1964 
was  the  opportunity  granted  to  me 
to  visit  several  teacher  training  pro- 

Mrs.  Waterhouse  and  I  first  vis- 
ited in  Asia  in  1955.  I  was  told 
then  there  were  no  teacher  training 
programs  between  Europe  and 
Tokyo.  In  1959  I  was  privileged 
to  assist  in  the  planning  of  what  I 
believe  was  the  first  teacher  training 
program   ever  to   be   organized   in 

India  at  the  Palamcottah  School 
for  the  Blind  in  the  southern  part 
of  Madras  state. 

However,  on  the  1964  trip  I  had 
an  opportunity  to  talk  to  groups  of 
students  enrolled  in  regular  teacher 
training  programs  in  New  Delhi, 
Bombay  and  Saigon. 

While  all  these  programs  are  still 
in  their  earliest  stages,  they  do  rep- 
resent a  significant  step  forward  in 
the  education  of  blind  youth  in 


World  Council  Delegates  visit 
the  Howe  Press  (top  left),  the 
newest  of  our  three  gymnasia 
(top  right),  and  the  lower 
school  (left). 


At  the  time  of  the  General  Assembly  of  the  World  Council  for  the  Welfare 
of  the  Blind  in  New  York  City  in  August,  forty-seven  guests  from  eighteen 
countries  came  to  Perkins  for  visits  of  varying  length.  Many  of  them  came 
together  on  August  13  for  a  tour  of  the  school  and  some  sightseeing  in  Boston. 
Following  luncheon  at  the  Director's  Cottage  they  were  photographed  on  the 
lawn  where  Gwen,  Mrs.  Waterhouse's  Seeing  Eye  Dog,  lay  in  perfect  relaxation. 
Pictured  below  (left  to  right) : 

M.  Henri  Gauvrit  (France),  Mile.  Pauline  G.  Krieg  (France),  M.  and  Mme.  Andre  Nicolle 
(France),  Juzo  Hori  (Japan),  Sr.  Hector  Cadavid  Alvarez  (Colombia),  Mr.  Heinz  Adam 
(partly  hidden,  U.S.A.),  Sr.  Cadavid  (Colombia),  Sr.  Suresh  Ahuja  (seated,  India),  Dr. 
Dwight  C.  Smith  (U.S.A.),  Smt.  and  Sri.  Jagdish  Patel  (India),  M.  R.  P.  Boury  (France), 
Dr.  E.  J.  Waterhouse  (Perkins),  Mrs,  Akiko  Iwahashi  (Japan),  Mrs.  Ernst  Dorner  (Germany), 
Mr.  Abdullah  El  Ghanim  (hidden,  Saudi  Arabia),  Mr.  Hideyuki  Iwahashi  (Japan),  Dr. 
Ernst  Dorner  (hidden,  Germany),  Mr.  Mohammed  Said  Masham  (Saudi  Arabia),  Mrs.  Sina 
Waterhouse  (Perkins),  Miss  Siranoosh  Ketchejian  (Jordan),  Major  C.  H.  W.  G.  Anderson 
(Scotland),  Gen.  Leopoldo  Rodriquez  Sotillos  (Spain),  Mrs.  Linda  GetlifFe  (England),  Mr. 
Ben  F.  Smith  (Perkins),  Mr.  E.  H.  Getliffe  (England),  Don  Francisco  Baldiz-Acosta  (Spain), 
Mr.  Mohamed  Rajhi  (kneeling,  Tunisia),  Don  Enrique  Pajon  (Spain),  Mr.  Don  Hathaway 
(U.S.A.),  Er.  Wilfrid  Laurier  (Canada),  Don  Angel  Foz  Tena  (Spain),  Dr.  Edouard 
Woolley   (Canada). 


To    spread   the    services    of   the      of  the   third  issue  will  be  Senora 

I.C.E.B.Y.  to  the  class  room  teacher 
in  as  many  areas  as  possible  a  news- 
letter is  to  be  issued  by  the  Interna- 
tional Conference  of  Educators  of 
Bhnd  Youth  probably  every  six 

Each  issue  will  have  a  different 
editor  and  the  first  issue  which  be- 
came available  July  1964  was  edited 
by  K.  N.  K.  Jussawala,  the  secre- 
tary of  the  I.C.E.B.Y.  and  Principal 
of  the  Victoria  Memorial  School 
for  the  Blind  in  Bombay,  India. 

The  editor  of  the  second  issue 
of  The  Educator  will  be  Dr.  W.  J. 

Dorina  de  Gouvea  Nowill  of  Bra- 

Although  copies  of  this  multi- 
graphed  newsletter  are  available 
without  charge  it  is  hoped  that  in- 
terested teachers  and  others  will 
subscribe  a  sum  the  equivalent  of 
one  U.S.  Dollar  which  will  bring 
them  all  issues  between  now  and 
next  convention  which  is  scheduled 
to  be  held  at  Perkins  School  for  the 
Blind  in  August  1967.  The  contents 
of  the  first  issue  all  of  which  are 
reprints  from  professional  journals 

Cookey-Gam  of  Nigeria   and  that      are  as  follows 

Leon  J.  Lefkowitz,  Ed.D. 


A  Role  for  the  Physical  Educator  in  the  Education 

of  the  Blind 
Creating  Motivation  through  Meaningful  Reading 

Mildred  B.  Huffman  and  Diana  Di  Pietro 
Self  Imposed  Limitations  in  Creative  Teaching  Stanley  E.  Bourgeault 

Let's  Call  It  "Sight  Utilization"  Frances  J.  Barnes 

Blind  Persons  as  Teachers 

Report  of  the  Committee  on  Employment  of  Blind  Persons  in  the  Teaching 
Profession  of  the  New  York  State  Federation  of  Workers  for  the  Blind 

Speech  Improvement  for  Visually  Handicapped  Children  L.  E.  Miner 

The  Value  of  a  Smile  Muriel  Bedwell 

The  Value  of  Music  to  the  Blind  Child  Phyllis  E.  Townsend 

These  articles  are  reprinted  and  selected  by:  K.  N.  K.  Jussawala 

From:  International  Journal  for  the  Education  of  the  Bhnd 

The  New  Oudook  for  the  Blind 
The  New  Beacon 
The  Teacher  of  the  Blind 

Editors  of  professional  magazines  are  invited  to  reprint  this  notice  whicli 
we  hope  will  reach  a  maximum  number  of  classroom  teachers. 


After  40  years  of  service  as  teacher,  librarian  and  registrar  Miss  Marion 
A.  Woodworth  retired  at  the  end  of  August  1964. 

At  the  Final  Assembly  of  the  School  in  June  Miss  Woodworth  was  pre- 
sented with  a  Revere  Bowl  and  a  Citation  listing  her  many  services  to 

Miss  Marion  A.  Woodworth, 
Registrar,  who  retired  in  June 
after  forty  years  of  service  with 
three  of  the  five  Directors  of 
Perkins,  examines  recently  hung 
portrait  of  Director  Emeritus, 
Gabriel  Farrell. 


DR.  Gabriel  Farrell  repre- 
sented the  school  when  the 
Hon.  William  E.  Powders,  Associate 
Justice  of  the  Supreme  Court  of 
Rhode  Island  (Perkins  '32)  was 
honored  by  the  National  Father's 
Day  Committee  and  the  American 
Foundation  for  the  Bhnd  as  1964 

This  took  place  in  the  offices  of 
the  Foundation  in  New  York  in 

At  their  regular  quarterly  meet- 
ing on  Commencement  Day  the 
Perkins  Trustees  approved  a  large 
photographic  portrait  by  Bachrach 
of  Dr.  Farrell  to  be  hung  at  the 
South  end  of  the  Museum  opposite 
a  similar  portrait  of  Dr.  Allen.  This 
portrait  was  taken  of  Dr.  Farrell  at 
the  time  of  his  retirement  and  is  a 
handsome  addition  to  the  Howe 

Dr.  and  Mrs.  Farrell  were  pres- 
ent at  the  opening  sessions  of  the 
World  Council  for  the  Welfare  of 
the  Blind  in  New  York  City  in  Au- 
gust. Dr.  Farrell  played  a  major 
part  in  the  first  meeting  of  this 
group  at  Oxford,  England  in  1949 
which  led  to  the  establishment  not 
only  of  the  W.C.W.B.  but  the  In- 
ternational  Conference   of  Educa- 

tors of  Blind  Youth  of  which  he 
served  first  as  Chairman  and  then 
as  honorary  chairman  of  its  Execu- 
tive Committee. 


The  133rd  school  year  opens  this 
month  with  a  full  faculty  including 
several  new  appointees. 

Promoted  to  Assistant  Principal 
is  Mr.  A.  Claude  Ellis  who  has 
served  as  Head,  Department  of 
Physical  Education  since  his  return 
from  service  in  Korea  in  1953.  He 
was  instructor  of  physical  education 
from  1950-1951  before  joining  the 
U.S.  Army.  Since  1962  he  has  been 
Academic  Coordinator  in  the  Prin- 
cipal's Office. 

Mr.  Ellis,  who  introduced  Cane 
Travel  into  the  school  some  years 
ago,  will  continue  to  head  the  De- 
partment of  Physical  Education. 

Mr.  &  Mrs.  Ellis  with  their  two 
sons  Jimmy  and  David  occupy  one 
of  the  new  faculty  houses  on  the 

Succeeding  Mrs.  Marilyn  Kuiper 
who  resigned  as  Librarian  on  Au- 


gust  31,  is  Mr.  Frank  Lavine  who 
lives  with  his  wife  and  infant 
daughter  in  Boston.  He  has  an  A.A. 
from  Boston  University,  a  B.A. 
from  Brandeis  and  a  Master's  De- 

gree in  Library  Science  from 
Simmons  College.  He  has  had  ex- 
perience in  the  Boston  Public  Li- 
brary and  as  Librarian  of  the  Boys' 
Clubs  of  Boston. 





ON  TWO  OCCASIONS  Pcrkins  bene- 
fited from  the  friendly  inter- 
est of  Charles  Dickens. 

In  1842,  accompanied  by  his 
wife,  Dickens  visited  the  School  in 
South  Boston  and  was  pleased  with 
all  he  saw.  He  seemed  to  be  tre- 
mendously impressed  with  Laura 
Bridgman — then  in  her  thirteenth 
year.  He  had  high  praise  also  for 
the  remarkable  education  Dr.  Howe 
had  given  her. 

Charles  Dickens'  American  Notes 
were  widely  read  in  all  parts  of  the 
world  and  carried  the  name  of  Per- 
kins far  afield.  A  generation  later 
this  report  was  still  being  read  and 
was  brought  to  the  attention  of  Ma- 
jor Keller  in  Tuscumbia,  Alabama, 
whose  daughter  Helen  had  lost  both 
her  sight  and  her  hearing.  Dr. 
Howe  was  no  longer  alive,  but  his 
successor,  Michael  Anagnos,  was 
appealed  to  for  help  and  sent  Annie 
Sullivan — a  recent  Perkins  graduate 
— to  the  Keller  home  with  results 
that  are  too  well  known  to  need 

Although  Dr.  Howe  was  absent 

from  the  School  when  Charles 
Dickens  paid  his  memorable  visit, 
the  two  men  corresponded  with 
each  other.  We  still  have  letters  in 
our  files  which  they  exchanged.  Dr. 
Howe  on  one  occasion  asked 
Charles  Dickens  for  enough  money 
to  make  an  embossed  copy  of  A 
Christmas  Carol,  but  Dickens  pre- 
ferred to  finance  the  embossing  of 
The  Old  Curiosity  Shop  which  was 
a  far  larger  volume.  Copies  of  this 
book  in  Boston  Line  Type  are  still 
in  our  Library. 

Miss  Florence  J.  Worth,  Blindi- 
ana  Librarian,  with  embossed 
volume  of  The  Old  Curiosity 






Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


Whither  the  A.A.I.B.? 

ON  Thursday  afternoon,  the  25th  of  June,  800  or  more  members  of 
the  A.A.I.B.  left  the  Perkins  Campus  in  Watertown  to  travel  to  their 
homes  throughout  the  United  States  and  Canada. 

They  left  all  of  us  at  Perkins  much  richer  for  the  experience,  for  there 
can  be  little  doubt  that  the  group  that  gained  most  from  the  1964  Con- 
vention was  the  Perkins  staff.  We  were  all  enriched  by  the  various  de- 
mands for  service  made  upon  us  and  these  gains  will  undoubtedly  be  felt 
for  a  long  long  time. 

The  Convention  was  very  large.  There  were  over  800  registrants,  which 
meant  that  there  were  times  when  with  observers  and  our  own  non-teach- 
ing staff  there  must  have  been  well  over  a  thousand  persons  on  our 
Campus.  Very  few  schools  can  handle  these  numbers,  and  of  course  we 
can  expect  that  future  conventions  will  be  even  larger. 

More  serious  than  the  problems  caused  by  the  over-all  attendance  were 
the  oversized  workshop  groups.  Many  complaints  were  heard  that  some 
of  these  had  grown  to  the  point  where  constructive  work  was  no  longer 

It  is  not  clear  just  how  the  problems  of  growth  can  best  be  handled,  but 
it  is  to  be  hoped  that  the  AA.I.B.  will  face  the  future  with  vigor  and 


come  up  with  good  answers.  It  is  to  be  noted  that  our  sister  association 
the  A.A.W.B.  is  facing  a  similar  situation. 

Perhaps  regional  conventions  alternating  with  national  ones  might  be 
considered.  Regional  meetings  would  allow  our  residential  schools  to  con- 
tinue functioning  as  hosts  with  great  benefits  to  the  host  faculty  and  staff. 
They  could  also  provide  opportunities  for  preparing  the  ground  work  for 
far  more  effective  workshop  sessions  on  a  national  scale. 

This  plan  has  its  counterpart  in  international  gatherings  concerning  the 
blind  where  regional  meetings  are  becoming  increasingly  popular  and 
world  wide  gatherings  are  held  at  five  year  intervals. 

Whatever  plans  are  adopted,  the  improvement  of  the  Workshop  system 
which  already  has  accomplished  so  much  during  the  past  decade  should 
be  the  major  objective.  It  is  in  these  sessions  that  the  instructors  them- 
selves find  the  greatest  opportunity  for  growth.  The  failure  to  solve  this 
particular  problem  would  greatly  reduce  the  effectiveness  of  the  A. A. LB. 
to  the  detriment  of  the  children  we  serve. 


Edward  J.  Waterhouse,  Director 


September   21— Classes  Resume 
October         12— Columbus  Day  Holiday 

17— Girls  Play  Day  at  Perkins 
22— Parent-Teachers  Joint  Meeting— 8:30  P.  M. 
November      2— Corporation  Day 

6— Directors'  Memorial  Exercises— Dwight  Hall— 3:00  P.  M. 
25 — Thanksgiving  Recess  begins  at  noon 
30— Classes  Resume 
December     13— Christmas  Concert— Dwight  Hall— 3:30  P.  M. 
15— Christmas  Concert— Dwight  Hall— 8:00  P.  M. 
18— Christmas  Assembly— Dwight  Hall— 10:30  A.  M. 

Christmas  Recess  begins  at  noon  except  for  Choruses 
Final  Christmas  Concert— Dwight  Hall— 8:00  P.  M. 
21-24— Offices  and  Library  Closed 
25— Christmas  Day 
28— Offices  Reopen 
January  1 — New  Year's  Day 

2— Pupils  return  by  public  transportation 
3 — Pupils  return  by  private  transportation 
4— Classes  Resume 




(Meher  Aria  of  Bombay,  India  was  a  member  of  the  Perkins  Teacher-Trainee  Course, 
1962-1963.  This  extract  from  her  Journal  is  reprinted  with  permission  from  "BLIND 
WELFARE",  the  publication  of  the  National  Association  of  the  Blind,  of  India). 

September  10th 

Twenty-four  hours  at  Perkins  and 
I  already  love  the  place! 

Have  been  assigned  to  Tompkins 
Cottage — for  big  boys,  14  to  18. 
Mrs.  Knight,  the  housemother,  is 
very  friendly.  I  have  been  given  a 
room  next  to  hers  and  she  and  I 
share  a  bathroom  which  is  just  op- 
posite. The  room  is  very  comfort- 
ably furnished  and  has  two  win- 
dows from  which  I  can  see  parts  of 
the  beautiful  Campus. 

The  weather  in  Watertown  is 
gorgeous — 75  °F  and  bright  sun- 

Swaran'-'  and  I  wandered  round 
the  thirty-four  acre  Campus  over- 
looking the  Charles  river  after 
breakfast,  trying  to  get  acquainted 
with  the  place.  The  main  building 
on  the  Campus  is  the  Howe  Build- 
ing— a  big,  red-bricked  building 
with  an  impressive  Gothic  tower — 
which  houses  the  offices,  the  Upper 
School  classrooms,  the  Teacher 
Training  Department,  the  Allen 
Chapel,  the  Dwight  Hall,  and  the 

*  Mrs.  Swaran  Ahuja,  also  from 

Library.  On  either  side  of  this 
building  are  Cottages.  The  four  on 
the  left — Moulton,  Eliot,  Tompkins 
and  Bridgman — form  the  Boys' 
Close  and  are  meant  for  Upper 
School  boys.  Brooks,  Oliver,  Fisher 
and  May,  residential  quarters  for 
Upper  School  girls,  form  the  Girls' 
Close  on  the  other  side.  The  Keller- 
Macy  Cottage  for  the  deaf-blind  is 
close  to  the  Girls'  Close,  and  not 
far  from  there  is  the  Howe  Press 
and  the  Maintenance  Building. 
Then  there  is  the  Lower  School 
Close — school  building  and  four 
cottages,  Anagnos,  Bradlee,  Glover 
and  Potter.  The  Director's  Cottage 
by  a  lovely  pond,  staff  cottages  and 
staff  apartments,  two  big  parking 
lots,  spacious  playgrounds,  well- 
kept  lawns,  fruit  orchards  and  nu- 
merous beautiful  trees — some  of 
the  finest  I  have  ever  seen,  complete 
the  Campus. 

The  first  real  look  at  Perkins  has 
been  delightful. 

September  12th 

Met  the  other  teacher  trainees 
today.  Eighteen  in  all — ten  from 
the  USA,  one  each  from  Norway, 


Meher  Aria 

in  the  Perkins 

Blindiana  Library. 

Hongkong,  Japan  and  Malaya,  and 
we  four  from  India. 

Orientation  Course  started  with 
Dr.  Waterhouse's  lecture — "dos" 
and  "don'ts."  "Dos"  consisted  of 
making  ourselves  useful,  being 
punctual  at  all  times  and  at  all  cost, 
observing  and  respecting  rules  of 
the  School,  maintaining  peace  and 
harmony — in  general,  behaving  well 
during  our  stay  at  Perkins.  The 
"don'ts"  were  smoking — except  in 
the  staff  room,  drinking — strictly 
forbidden  on  the  Campus,  enter- 
taining members  of  the  opposite  sex 
in  our  rooms,  eccentric  dressing, 
rowdy  behaviour,  etc.,  etc. 

Lecture  was  followed  by  tea  at 
Dr.  Waterhouse's  when  we  were  in- 
troduced to  Mrs.  Waterhouse,  also 
a  teacher  at  Perkins,  and  Gwen,  her 

.  .  .  What  a  big  staff  Perkins 
kas!  About  300.  I  was  amazed  when 
I  saw  them  all  assembled  in  Allen 
Chapel  this  evening  at  the  Staff 
Meeting.  Dr.  Waterhouse  addressed 
the  meeting  for  about  half  an  hour. 
Talked  about  Perkins — the  oppor- 
tunities and  facilities  offered  here. 

Then  there  was  the  Reception. 
Dr.  and  Mrs.  Waterhouse  led  the 
"procession"  from  the  Chapel  to 
the  Dwight  Hall  with  the  newcom- 
ers behind  them  and  the  old  staff 
following.  The  teacher  trainees  and 
the  new  teachers  and  members  of 
the  staff  lined  up  in  Dwight  Hall. 
Then  came  the  old  staff,  in  what 
looked  like  a  never-ending  line,  in- 
troduced themselves  to  us  and  wel- 
comed us  to  Perkins.  We  shook 
about  three  hundred  hands  this 
evening — quite  exhausting,  but  in- 
teresting all  the  same. 

September  16th 

Today  the  students  returned  from 
their  summer  vacation  and  Perkins 
sprang  to  life,  looking  more  beauti- 
ful than  before.  Most  of  the  children 
were  brought  in  by  their  parents.  In 
some  cases  the  whole  family  came 
along,  laden  with  coats  and  books 
and  Braillers  and  bags,  to  see  one 
of  the  family  off  to  school.  Some 
students  came  by  trains  and  planes 
and  were  met  at  the  station  and  at 
the  airport  by  members  of  the  staff. 
A  few  came  to  the  school  on  their 
own  in  cabs. 


Our  Cottage  is  buzzing  with  activ- 
ity. We  have  twenty-two  boys.  They 
plus  eight  others — Mrs.  Knight,  the 
housemother;  Mr.  Green,  the  house- 
master; Mrs.  Green,  his  wife;  Adam 
Green,  their  son;  Mr.  Thatcher,  the 
asst.  housemaster;  Anna,  the  cook; 
Mabel,  the  maid;  and  self — make 
up  the  "Tompkins  family." 

September  25th 

Life  at  Perkins  is  getting  busier 
every  day.  We  start  our  day  at 
6:30,  wash  and  get  ready  and  go 
down  for  breakfast  at  7:00,  then 
go  to  Chapel  at  8:00.  At  8:45  the 
school  starts  and  goes  on  till  12 
when  we  break  up  for  an  hour  for 
lunch  (dinner  in  this  country). 
During  these  morning  sessions  we 
go  to  observe  in  different  classes 
according  to  schedule.  During  the 
afternoon  sessions  we  have  our 
lectures  in  the  Teacher  Training 
Room.  At  6:00  we  have  supper. 
Then  from  7:00  to  8:30  the  stu- 
dents of  the  Upper  School  go  to 
Study  Hall.  This  is  the  time  when 
I  try  to  catch  up  with  the  stacks  of 
reading  lists  we  get  regularly.  At 
10:00  the  day  ends  in  the  Upper 
School  Closes. 

October  1st 

Today  is  "G-Day."  The  "G" 
stands  for  Give  Generously  and 
outside  Chapel  stands  a  poster  with 
an  outstretched  hand,  a  collection 
box  and  a  heap  of  forms.  The  forms 
are  for  staff  members  who  wish  to 
give  monthly  donations.  The  col- 
lection is  not  made  for  Perkins  but 
is  divided  amongst  five  charities  in 
the  state  of  Massachusetts. 

October  2nd 

First  Student  Teaching  Confer- 
ence  with   Mr.   Heisler    (Head   of 

Teacher  Training  Department ) .  Dis- 
cussion of  film  "Teaching  in  the 
United  States"  shown  in  class.  In- 
teresting exchange  of  ideas. 

Football  Match — Tompkins  v^ 
Eliot.  A  lot  of  falling  over  the  ball 
and  over  one  another.  Tompkins 
won!  The  boys  came  back  with 
black  eyes,  cut  lips,  bruised  knees, 
aching  bodies  and  enormous  appe- 

October  5th 

.  .  .  And  then  Study  Hall  from 
7:00  to  8:30.  All  that  I  had  to  do, 
I  was  told,  was  to  keep  the  boys 
quiet.  But  that  is  not  as  simple  as 
it  sounds.  Some  of  them,  knowing 
I  was  new,  tried  to  be  "smart" — 
I  went  to  one  who  was  going  round 
talking  and  disturbing  others  and 
asked,  "Haven't  you  got  any  work 
to  do?",  to  which  he  promptly  re- 
plied, "Yea,  sure.  I  have  to  breathe, 
and  talk,  and  walk,  and  .  .  ."  and 
I  cut  him  short  there  which  I  don't 
think  he  appreciated  at  all — but  on 
the  whole  it  went  off  quite  well. 

October  9th 

Have  been  here  a  month;  and 
what  a  wonderful  month  it  has 

Was  asked  this  morning  to  sub- 
stitute for  Mrs.  Travis,  the  Kinder- 
garten class  teacher.  Quite  an  ex- 
perience! Went  to  the  Kindergarten 
class  and  faced  eight  of  the  most 
boisterous  and  unmanageable  chil- 
dren I  have  ever  come  across.  Three 
of  them  were  stretched  out  on  the 
floor,  two  were  banging  windows 
as  if  their  very  lives  depended  on 
it,  two  others — a  boy  and  a  girl — 
were  pulling  at  toys  and  shouting  at 
the  top  of  their  voices,  and  one  was 
whimpering  in  a  corner. 


My  "Goodmorning"  and  "Hello" 
went  unanswered.  I  went  up  to  the 
boy  in  the  corner  and  touched  him 
gently,  but  all  I  got  in  return  was  a 
kick  which  I  luckily  missed.  I  went 
to  the  two  fighting  over  the  toys 
and  got  them  apart.  "Please  be 
good,"  I  said  to  the  girl.  "Don 
wana  be  good,"  was  the  prompt 
reply.  The  boy  I  had  pulled  apart 
felt  my  sari  and  asked,  "Who  are 
you?",  and  when  told,  "Don't  want 
you."  "Go  away,"  said  another 
voice.  "Want  Mrs.  Travis,"  said  a 
third.  "Play  game.  I  wana  play 
game,"  said  a  fourth.  My  patience 
was  at  an  end;  I  told  them  sternly 
that  Mrs.  Travis  was  not  coming 
back,  that  I  was  going  to  be  there, 
and  that  if  they  wanted  to  play  games 
they  better  behave  themselves  and 
go  to  their  respective  seats.  This 
made  them  quiet,  but  they  made  no 
move  for  their  seats.  As  a  last  re- 
sort I  lifted  them  up  bodily  and  put 
them  in  their  seats.  But  by  this  time 
it  was  playtime,  so  off  we  went  to 
the  playroom  and  it  was  chaos  all 
over  again — one  rocking  boat  and 
all  eight  wanting  to  get  in  at  the 
same  time!  Luckily  it  did  not  last 
for  long;  the  children  were  tired 
and  I  had  caught  on  to  the  "push- 
ing and  pulling  game."  In  spite  of 
all  this,  by  lunch  time,  the  children 
and  I  were  friends  and  I  left  the 
classroom  midst  hugs  and  "come 
agains."  And  I  did  go  again — to  a 
hectic  and  enjoyable  afternoon  with 
the  same  group. 

October  1 3th 

Went  to  historic  Plymouth  where 
the  Pilgrim  Fathers  landed  in  1620. 
Saw  the  Mayflower  in  which  they 
sailed   from    England   to   the   New 

World  and  the  Plymouth  Rock  in- 
dicating the  spot  where  they  first 
set  foot.  Visited  the  Plimoth  Planta- 
tion, a  colony  still  as  it  was  in  the 
days  of  the  Pilgrims. 

October  14th 

Gave  the  room  a  thorough  clean- 
ing as  usual.  Do  it  twice  a  week — 
Wednesdays  and  Sundays.  Can't  do 
it  more  often.  No  time. 

After  dinner  (lunch),  went  on  a 
"foliage  drive"  with  Tom  Thatcher. 
Left  the  highwa^^s  alone  and  took 
the  side  roads  instead — quiet,  beau- 
tiful and  not  too  crowded.  Went 
north-west — from  Watertown  to 
Waltham,  Woburn,  Newton,  May- 
nard,  Acton,  Littleton,  Lexington, 
Concord  and  Sudbury.  Passed 
through  small  towns  with  colonial 
churches,  community  schools  with 
wide  open  playgrounds,  and  beauti- 
ful houses  set  in  picturesque  sur- 
roundings, wonderful  afternoon. 
Am  unable  to  describe  the  wooded 
country  we  passed  through.  Green, 
gold,  yellow,  brown,  orange,  red! 
A  riot  of  colours!  !  Trees  in  New 
England  in  fall  have  to  be  seen  to 
be  believed. 

October  22nd 

Trouble,  trouble,  and  still  more 
trouble — back  home  in  India,  near 
here  in  Cuba,  in  Berlin.  What  are 
we  heading  for?  Everyone  wonders! 

.  .  .  President  Kennedy  in  his 
nationwide  broadcast  this  evening 
told  the  people  of  the  United  States 
of  the  grim  danger  to  their  peace 
and  independence  imposed  by  the 
Soviet  buildup  in  Cuba.  It  was  a 
beautiful  speech — simple,  explicit 
and  eloquent. 


October  26th 

The  temperature  dropped  to  30°F 
and  IT  SNOWED!  It  was  beautiful 
— little  snowflakes  all  over  the 

Today  was  International  Students' 
Day.  Cathy  Pollock  (teacher  trainee 
from  Canada),  Raja  Shah  (from 
Malaya)  and  self  went  to  the  Bos- 
ton State  House  in  answer  to  an 
invitation  received  last  week  from 
the  Governor  of  the  Commonwealth 
of  Massachusetts  "requesting  the 
pleasure  of  your  company  at  the 
first  International  Students'  Day." 
Object:  To  promote  better  under- 
standing among  the  peoples  of  the 
world  so  that,  in  the  words  of  Sen- 
ator Smith,  "when  your  children 
and  our  children  meet,  they  meet 
as  friends  and  not  as  foes." 

The  gold-domed  State  House  was 
buzzing  with  activity.  Students  from 
all  over  the  world,  about  2,000  in 
all,  had  gathered  in  the  main  hall. 
Indians  predominated  the  scene. 

The  day  started  with  a  most  in- 
teresting visit  to  the  Courts.  After- 
noon we  returned  to  the  State 
House  and  had  lunch  to  delightful 
music  played  by  the  State  Police 
Band.  Then  went  on  a  guided  tour 
of  the  building.  At  2:00  we  gath- 
erd  in  the  Chamber  of  the  House 
of  Representatives  to  hear  Gover- 
nor John  A.  Volpe.  He  welcomed 
us  to  the  Commonwealth  of  Massa- 
chusetts and  said  we  had  done  well 
in  coming  to  Boston,  for  "this  great 
city  is  the  cradle  of  Democracy  and 
the  birthplace  of  the  American  Civ- 
ilization." The  day  ended  with  a 
grand  State  Reception  in  the  Hall 
of  Flags. 

.  .  .  Upper  School  Hallowe'en 
Party  at  Perkins.  Dance  for  Senior 
High  boys  with  sighted  girls  from 

outside.  Junior  High  students  in  the 
Gym — games,  dancing,  refreshment. 

October  28th 

Temperature  today  60  °F — asd  I 
was  all  set  for  a  nice  cold  day! 

.  .  .  Twenty-five  hour  day!  Put 
back  our  watch  by  an  hour.  Eastern 
Standard  time  from  today  onwards 
up  to  March  28,  1963. 

November  2nd 

Today's  highlight — Directors'  Me- 
morial Exercises.  An  annual  func- 
tion to  perpetuate  the  memory  of 
the  past  Directors  of  Perkins — 
Samuel  Gridley  Howe,  Michael 
Anagnos,  Edward  Ellis  Allen. 

The  Dwight  Hall  was  packed. 
Programme  started  with  the  Choir 
singing  from  Brahms's  beautiful 
German  Requiem,  "Blessed  Are 
They  That  Mourn."  Next  was  scrip- 
tural reading  by  Dr.  Waterhouse. 
Then  a  four-act  play  by  the  students 
of  the  Lower  School  depicting  a 
scene  from  the  life  of  Michael 
Anagnos,  founder  of  Kindergarten 
for  the  blind.  The  best  performance 
of  the  afternoon  was  the  procession 
of  the  Kindergarten  students  paying 
homage  to  the  great  founder.  They 
came  in  pairs  one  behind  the  other 
— girls  in  white  starched  dresses, 
boys  in  white  shirts,  black  trousers 
and  little  black  bows — with  their 
little  posies  in  their  hands;  and  as 
they  came  they  sang  their  song  of 
praise  and  thanks  to  the  founder 
and  laid  their  flowers  at  his  statue. 
The  singing  of  the  Battle  Hymn  of 
the  Republic  ended  the  Directors' 
Memorial  Exercises. 

November  5th 

Student  Teaching  starts  from  to- 
day.  Have  been  assigned  to  Miss 


Ballou's  class — "Specials" — for  the 
first  term.  This  is  an  ungraded  class 
for  emotionally  disturbed  blind  chil- 
dren. Eight  in  the  class — four  boys, 
four  girls.  Each  child  in  the  group 
needs  individual  attention.  No  two 
work  on  the  same  level.  Regular 
curriculum  is  modified  to  suit  the 
needs  of  these  children. 

Supper  Exchange  between  Tomp- 
kins and  May.  Once-a-week  affair. 
Different  Cottages  every  week. 
Girls  from  May  came  at  5:00  and 
for  an  hour  they  and  our  boys  had 
a  grand  time — games,  music,  sing- 
ing. Also  went  on  after  supper,  till 
7:00  when  it  was  time  to  go  to 
Study  Hall. 

November  13th 

Were  told  about  our  first  Term 
Paper — What  Is  In  A  Grade? — to 
be  submitted  by  January  15,  1963. 
Object  of  the  Paper:  To  discover 
typical  problems  of  the  children  in 
the  Grade  and  suggest  ways  and 
methods  by  which  these  problems 
can  best  be  tnet.  Items  such  as 
cause  and  extent  of  visual  loss; 
physical  handicaps  other  than  blind- 
ness; special  personal  problems — 
emotional,  mental,  physical,  psycho- 
logical; general  intelligence;  special 
interests  and  abilities;  academic 
achievements;  peer  relationship;  and 
out-of-class  activities  and  relation- 
ships to  be  considered  and  included 
in  the  Paper.  Information  regard- 
ing each  pupil  to  be  gathered  from 
previous  records  and  present  files, 
and  from  talks  with  classroom 
teacher  and  the  Social  Worker. 

November  2 lst/23rd 

Thanksgiving  Holidays.  First  cel- 
ebrated at  Plymouth  by  the  Pil- 
grims  and  their  Indian  friends  in 

1621.  Been  observed  as  a  national 
holiday  unofficially  off  and  on  ever 
since.  Lincoln  established  it  as  a 
national  holiday  and  Franklin 
Roosevelt  set  the  present  third 
Thursday  of  November  as  the  offi- 
cial Thanksgiving  Day. 

Spent  it  in  Sharon,  thirty-five 
miles  from  Watertown  on  the  Old 
Post  Road,  with  the  Scott  family. 
Everything  was  arranged  under  the 
Boston  University  Foreign  Student 
Program.  A  very  interesting  and 
enjoyable  stay.  The  Interf aith  Coun- 
cil Thanksgiving  Observance  at  the 
Congregational  Church,  the  recep- 
tion thereafter  by  the  host  families, 
the  service  at  Temple  Sinai  the  next 
morning  followed  by  a  meeting  with 
the  Girl  Scouts  of  Sharon,  tiie  tra- 
ditional Thanksgiving  dinner,  square 
dance  at  the  Town  Hall,  discussion 
group  with  Sharon  graduates — all 
contributed  towards  making  our 
short  stay  a  memorable  one. 

December  19th 

Upper  School  Christmas  Party. 
.  .  .  Our  sitting  room  looked  lovely. 
The   beautifully   decorated   Christ- 


mas  tree,  heavily  laden  with  pres- 
ents in  bright  coloured  wrapping 
papers,  was  the  centre  of  all  at- 
traction. Everyone  attached  to 
Tompkins  was  present — including 
the  noon-mealers.  The  party  was  a 
great  success.  But  what  a  mess  at 
the  end  of  it!  Strings  and  ribbons 
and  paper  and  boxes  all  over  the 
place.  Helped  with  the  clearing  up 
and  did  not  get  to  bed  till  long  after 

December  21st 

Christmas  recess  starts  today.  As- 
sembly in  Dwight  Hall — one  of  the 
very  few  occasions  when  all  of 
Perkins  get  together  under  one  roof. 

Attended  the  Christmas  Concert 
in  the  evening — an  annual  function 
in  aid  of  blind  children  overseas. 
The  Perkins  Joint  Choir — 85  boys 
and  girls  from  Upper  School  and 
70  children  from  the  Intermediate 
Grades — is  well-known.  The  per- 
formance of  the  students  was  ex- 
cellent. Much  credit  goes  to  Mr. 
Bauguss,  Music  Director,  and  Miss 
Thayer,  Director  of  Children's 

.  .  .  The  students  have  departed. 
(The  Cottage  is  deserted.)  Peace 
reigns  at  Perkins. 

December  24th  (Hartsville) 

We  three  trainees  from  India  are 
spending  the  Christmas  vacation 
with  Bonnie  Richman  (a  teacher  at 
Perkins)  and  her  charming  family 
in  Hartsville,  Pennsylvania. 

Hartsville  is  a  small  village  with 
a  population  of  about  two  thou- 
sand. The  residential  houses  are 
widely  spread  out,  each  house  hav- 
ing a  huge  farm  or  acres  of  open 
land  surrounding  it.  The  village 
boasts  of  six  beautiful  churches — 

some  ancient,  like  the  Presbyterian 
Church  of  1760,  some  modern,  like 
the  Methodist  Church  of  1960;  a 
hotel — old  and  rickety,  but  still 
bravely  bearing  a  lighted  sign;  a 
drug  store;  an  antique  shop;  and  a 
Post  Office  housed  in  a  small  room 
with  pigeon-holes  on  one  wall  to 
hold  the  incoming  mail  and  a  huge 
copper  urn  to  receive  the  outgoing 

Attended  the  Christmas  Eve  serv- 
ice. The  night  was  cold,  but  the 
Church  was  packed.  The  service 
started  at  1 1 :00  p.m.  with  a  beauti- 
ful organ  prelude — "Christmas  Fan- 
tasy" by  Diggle.  This  was  followed 
by  reading  from  the  Scripture  and 
one  lovely  hymn  after  another.  At 
the  end  we  were  each  given  a  can- 
dle which  we  lit  from  that  of  our 
neighbour's  and  in  the  soft  candle- 
glow,  stood  and  sang,  "Silent 

December  25th  (Hartsville) 

For  the  first  time  in  fifteen  years 
it  snowed  on  Christmas  day!  A 
White  Christmas!  !  And  a  dream 
come  true!  !  !  How  much  I  have  to 
be  thankful  for!  !  !  ! 

December  31st  (Hartsville) 

Living  in  a  small  village  is  great 
fun.  Everyone  knows  about  the 
three  Indian  girls  staying  with  the 
Richmans;  and  everyone  wants  to 
meet  them.  Life  is  full  of  new  ex- 
periences. Times  flies  by. 

Wrote  a  letter  home  after  supper 
— the  last  one  for  1962. 

Tonight  is  a  terrible  night.  The 
wind  is  howling  outside  and  it  is 
cold,  bleak  and  dreary.  What  a 
night  for  the  old  year  to  die!  And 
what  a  dismal  beginning  for  the 
New  Year! 


The  Huffmans  discuss  their  English  plans  with  Mr.  Michael  S.  Colborne  Brown, 
Education  Officer  of  the  Royal  National  Institute  for  the   Blind,   London. 


FOR  the  school  year  1964-1965  a 
teacher  exchange  arrangement 
has  been  made  between  the  Depart- 
ment of  Deaf-Blind  Children  at 
Perkins  School  for  the  Blind  and 
Pathways,  the  unit  for  Deaf-Blind 
Children  at  Condover  Hall  School 
for  Blind  Children  with  Additional 
Handicaps  near  Shrewsbury  in  Eng- 

Coming  to  Perkins  is  Mr.  Freder- 
ick J.  Dale,  Deputy  Head-Teacher 
of  Pathways.  Mr.  Dale  is  a  gradu- 
ate of  Victoria  University  of  Man- 
chester and  has  a  Certificate  for 
Teachers  of  the  Deaf  and  a  diploma 
from  the  College  of  Teachers  of  the 

In  exchange  Perkins  has  sent  Mr. 
Lewis  Huffman,  Jr.,  who  holds  his 

Bachelor  of  Science  Degree  from 
the  Appalachian  State  Teachers 
College,  Boone,  North  Carolina, 
M.Ed.  Degree  from  Boston  Uni- 
versity and  the  diploma  of  the 
Teacher  Training  course  for  teach- 
ers of  the  Deaf-Blind  from  Per- 
kins. Mr.  Huffman  has  been  on  the 
Perkins  Staff  since  September  1958. 
Accompanying  Mr.  Huffman  is  his 
wife,  the  former  Miss  Paula  Arm- 
strong, a  graduate  of  Mount  Hol- 
yoke  College  and  a  member  of  last 
year's  Teacher-Training  course  at 
Perkins.  The  Huffmans  were  mar- 
ried last  June  13th. 

It  is  expected  that  both  Perkins 
and  Condover  will  benefit  from  ex- 
change information  which  this  ar- 
rangement makes  possible. 





Shortly  after  her  84th  birthday  Miss 
Helen  Keller  was  the  recipient  of  the 
Presidential  Medal  of  Freedom.  This 
medal  was  bestowed  by  President 
Johnson  on  30  men  and  women. 

This  is  the  second  year  in  which 
Presidential  Freedom  Awards  had 
been  offered  on  the  Fourth  of  July. 
This  highest  award  offered  by  the 
United  States  Government  in  times 
of  peace  was  won  last  year  by  Miss 
Genevieve  Caulfield.  Thus  for  two 
years  in  succession  former  students  of 
Perkins  have  been  amongst  the  re- 

One  of  the  Perkins  Corporation  was 
also  among  the  1964  winners.  He  is 
Admiral  Samuel  Eliot  Morrison,  Biog- 
rapher and  Naval  Historian. 

In  announcing  this  year's  awards, 
President  Johnson  said,  ''Collectively 
they  have  made  man's  world  safe,  his 
physical  body  more  durable,  his  mind 
broader,  his  leisure  more  delightful, 
his  standard  of  living  higher  and  his 
dignity  important.  They  are  creators; 
we  are  the  beneficiaries." 


Miss  Jean  Young  of  the  Depart- 
ment of  Deaf-Blind  Children  attended 
the  1964  summer  session  at  Gallaudet 
College,  Washington,  D.  C. 

Miss  Carol  Wadell,  Teacher  of 
physical  education  attended  a  work- 
shop on  physical  education  and  recre- 
ation for  visually  handicapped  chil- 
dren at  Michigan  School  for  the 

Mrs.  Rose  Vivian,  Supervising 
teacher  of  the  Department  of  Deaf- 
Blind  Children  and  the  Director  both 
traveled  to  Singapore  to  assist  in  the 
selection  of  a  new  companion  for 
Chan  Poh  Lin  to  replace  Mrs.  Das 
who  has  returned  with  her  husband  to 
Asia.  They  were  greatly  assisted  by 
the  Singapore  Association  for  the 
Blind  who  cooperated  admirably. 

For  the  second  summer  in  succes- 
sion Mrs.  Barbara  Grant  carried  out  a 
project  for  modernizing  our  Museum. 
This  year  she  removed  the  costumes 
to  a  new  storage  space  and  catalogued 
them  in  a  way  which  will  make  them 
much  more  valuable  to  the  school. 

Mrs.  Gertrude  Stenquist,  who  is  in 
charge  of  psychological  research  in 
the  Department  for  Deaf-BHnd  chil- 
dren attended  part  of  an  Institute  for 
Developmental  Language  Disorders 
July  6-9  at  State  University  College  at 
Buffalo,  New  York. 

Mr.  Carol  J.  Davis,  head  of  the  De- 

During  his  stay  at  Perkins  in  June,  Mr. 
Michael  Colborne  Brown  compared 
schools  for  the  blind  in  England  and  the 
United  States  with  the  Director  on 
WHDH-TV.  Channel  5  Program  Dateline 
Boston.  Mr.  Brown  is  Education  Officer  of 
the  Royal  National  Institute  for  the  Blind 
in  London,  England. 








Graduates  of  the  Class  of  1964:  Standing,  left  to  right;  Gilbert  Caron,  Richard 
Gage,  Clinton  Joseph  Oborne,  Michael  Haire,  Richard  Jackson,  Richard  Chap- 
man, John  Philbrick  (Honorary  Diploma,  Deaf  Blind  Department),  Joseph 
DelFavero,  Charles  Goumas,  Chi  Yim  Siu.  Seated,  left  to  right;  Linda  Carol 
Brown,  Linda  Reynolds,  Carol  Davis,  Linda  Teixeira,  Rosemary  Powers, 
Marilyn  O'Hara,  Donna  Cook,  Delores  Ferryman,  Pauline  Jacob,  Carol  Hollo- 
way  (Honorary  Diploma,  Deaf-Blind  Department),  Rosalind  Ellen  Silverman. 

partment  of  Psychology  &  Guidance 
spent  the  week  of  August  3  as  visiting 
faculty  member  to  the  Orientation  and 
Mobility  Refresher  Course  conducted 
by  Western  Michigan  University  at 
the  Oak  Hill  School  for  the  Blind, 
Hartford,  Connecticut.  Mr.  Davis  lec- 
tured daily  on  'the  development  and 
importance  of  the  body  image  and 
self-concept  for  all  blind  children,  and 
upon  the  nature  of  perception  and  its 
differences  among  children  if  they 
were  born  blind  or  became  blind 
after  having  depended  upon  visual 
perception.  In  addition  Mr.  Davis  led 
discussion  groups  on  the  nature  of  the 
development  of  concept  formation  in 
the  blind  child. 

Miss  Elizabeth  Emerson,  who  will 
be  supervising  our  program  for  Slow- 
Learning  pupils  this  year  studied  at 
Syracuse  University,  taking  Dr.  Cruik- 

During  the  AAIB  Convention,  a  dennon- 
stration  was  given  by  deaf-blind  pupils, 
directed  by  Mrs.  Rose  Vivian,  shown  at 
the  microphone.  Seated  are  (left  to 
right)  Gail  Sabonaitis  of  Worcester, 
Massachusetts;  Chan  Poh  Lin  of  Singa- 
pore, and  Mr.  Leo  Queenan,  a  teacher  in 
the  Department. 

shank's  Course  on  the  Education  of 
Neurologically  Impaired  Children  and 
Dr.  Shotick's  Course  on  the  Nature 
and  Needs  of  Retarded  Children. 

Miss  Cynthia  Essex,  newly  ap- 
pointed supervisor  of  the  Lower 
School  has  spent  a  fruitful  summer 
teaching  in  an  experimental  mathe- 
matics project  at  the  Morse  School  in 
Cambridge,  under  the  auspices  of 
Education  Services,  Inc.  of  Water- 
town,  Mass. 

Maria-Pia  Antonelli  participated  in 
a  piano  teachers  workshop  at  the  Uni- 
versity of  Rochester. 



Under  the  title  The  Dauntless  Knight  a  biography  of  Sir  Fred- 
erick Fraser  by  Hilda  A.  Tyler  appears  in  the  1963  Annual  Re- 
port of  the  Halifax  School  for  the  Blind  in  Halifax,  Nova 

Sir  Frederick  Fraser  is  a  Perkins  graduate  about  whom  we 
hear  httle,  which  is  unfortunate.  Sir  Frederick  was  bom  on 
January  4,  1850  and  lost  his  sight  by  accident  when  six.  He 
studied  under  Dr.  Howe  and  Francis  Campbell  at  Perkins  and 
later  founded  and  for  fifty  years  directed  the  Halifax  School 
for  the  Bhnd. 

Among  honors  which  came  to  him — mostly  late  in  life — was 
his  Knighthood  bestowed  by  King  George  V  of  England  in 
1915.  He  died  on  July  5,  1925. 

Two  other  persons  associated  with  Perkins  have  been 
Knighted  by  British  Kings,  and  a  third  was  similarly  honored 
in  France. 

Francis  Campbell  was  a  blind  music  teacher  at  Perkins. 
With  Dr.  Thomas  Rhodes  Armitage  he  founded  the  Royal 
Normal  College  for  the  Blind  in  London  in  1872.  He  was 
knighted  by  King  Edward  VII  in  1909. 

Charles  W.  Lindsay  who  was  born  in  Montreal  on  April  6, 
1856,  entered  Perkins  in  1875  where  he  studied  Piano  Tuning. 
Upon  his  discharge  in  1877  he  returned  to  Canada  where  he 
attained  unusual  success  in  business,  married,  and  was  said  to 
be  worth  one-half  million  dollars.  In  Montreal  he  had  large 
warehouses,  and  he  had  branches  of  his  business  in  Ottawa 
and  Quebec.  Charles  Lindsay  gave  most  generously  toward 
the  organ  which  was  a  centennial  gift  of  the  Perkins  Alumni  to 
the  School.  On  January  1,  1935,  he  also  was  knighted  by  King 
George  V  for  his  achievements  and  philanthropies.  He  died  on 
November  7,  1939. 

Edward  Baxter  Perry  was  a  pupil  at  Perkins  from  1864  to 
1874.  Following  this  he  studied  music  in  Germany  and  became 
a  noted  public  pianist,  making  concert  tours  throughout  Europe 
and  the  United  States  with  great  success.  He  received  from 
France  the  title  Chevalier  of  the  Order  of  Melusine,  with  rights 
and  privileges  of  "a  Belted  Knight."  He  married  and  made  his 
permanent  home  in  Camden,  Maine.  Sir  Edward  Perry  died  in 





VOL.  XXXIV,  NO.  2 



Senior  High  girls  on  their  way  to  class  following  the 
lunch  recess.  This  past  fall  had  many  fine  Indian 
summer  days  such  as  this. 

Table  of  Contents 

Twelve  Days  of  Christmas 3 

Children  of  the  Silent  Night    4 

Perkins    Braillers    5 

Editorial     8 

Grenfell  visits   Perkins    10 

The  Perkins  Program    11 

Mrs.  Peggy  Tan   11 

Miss  Cambridge  completes  25  years 12 

AAIB  Committee  Appointments 12 

Sports  Car  Rally    13 

Play  Day 13 

On  and  Off  the  Campus 14 

Bequest  Form 16 





Scholastic  Aptitude  Tests 



Mid-Year  Exams 


Long  Weekend  Begins 


New  England  Class  "C"  Wrestling  Tournament 


Classes  Resume 



Parents'  Luncheon— Open  House 



Easter  Recess 


Offices  and  Library  Closed 


Pupils  Return 


Classes  Resume 

Perkins  Chorus  Records 

Christmas  Concerts  which  fill 
Dwight  Hall  to  capacity  three  times 
every  December  cannot  be  heard 
by  a  larger  audience.  Consequently, 
we  are  delighted  that  through  the 
interest  of  the  Dennison  Manufac- 
turing Company  some  two  hundred 
thousand  recordings  by  our  Chorus 
will  be  distributed  nationwide  this 

The  Dennison  Manufacturing 
Company,  which  is  one  of  the  best 
known  manufacturers  of  paper 
products,  is  located  in  Framingham, 
some  twelve  miles  from  Watertown. 
When  they  decided  to  include  a 
Carol  record  in  one  of  their  pack- 
ages of  Christmas  wrappings  this 
year,  their  sales  manager  thought  of 
the  Perkins  Choir  and  arranged  for 
Company  officials  to  attend  one  of 
our  Christmas  Concerts  last  De- 
cember. Pleased  with  what  they 
heard,  they  arranged  for  us  to 
record  Twelve  Days  of  Christmas 
last  winter.  During  last  January  Mr. 

Edward  W.  Jenkins  of  our  staff 
made  a  special  arrangement  of  this 
carol  which  was  taught  to  the 
Chorus  by  Mr.  Paul  L.  Bauguss, 
our  Director  of  Music.  The  record- 
ing was  made  in  a  Boston  studio. 
While  one  small  plastic  disc  can 
hardly  convey  the  full  measure  of 
the  skill  and  beauty  of  our  Chorus, 
we  are  pleased  with  the  results.  We 
are  using  this  record  for  our  official 
Perkins  Christmas  card  this  year 
and  will  be  mailing  out  some  thou- 
sands of  copies  to  our  friends  in  all 
parts  of  the  world.  We  beheve  that 
almost  everyone  nowadays  has  ac- 
cess to  a  record  player. 

We  are  most  grateful  to  the 
Dennison  Manufacturing  Company 
for  their  interest  in  our  Choir,  and 
want  to  thank  them,  and  particu- 
larly Mr.  Joseph  Potter,  Jr.,  of  their 
Advertising  Department  for  giving 
our  Chorus  an  opportunity  to  be 
heard  so  widely  at  no  cost  to  our- 

On  the  long  slow  road  to  speech 


Children  of  the  Silent  Night" 

AS  we  have  been  doing  for  nearly 
'  thirty  years,  this  November  we 
issued  our  CHILDREN  OF  THE 
SILENT  NIGHT  Appeal  in  sup- 
port of  our  program  for  educating 
deaf -blind  children. 

This  year's  Appeal  letter  includes 
a  calendar  showing  John  Martin 
Clancy  of  Flushing,  New  York, 
learning  how  to  speak.  The  appeal 
has  been  mailed  to  supporters,  both 
actual  and  potential,  over  a  wide 

This  year  we  have  thirty-six 
pupils  from  seventeen  States  en- 
rolled, including  Massachusetts, 
Connecticut,  New  York,  Maine, 
Ohio,  Maryland,  Wisconsin,  North 
Dakota,  Indiana,  Arkansas,  Kansas, 
Virginia,  Michigan,  Utah,  New 
Mexico,  Georgia  and  Louisiana.  In 

addition  to  these,  we  have  three 
pupils  from  Ontario,  and  Chan  Poh 
Lin  from  Singapore. 

The  needs  of  this  Department  in- 
crease annually.  In  the  last  decade 
the  enrollment  has  increased  from 
five  pupils  to  thirty-nine,  while  the 
annual  costs  increased  from  four- 
teen thousand  dollars  to  one  hun- 
dred and  ninety-four  thousand 
dollars.  During  the  last  fiscal  year 
— although  the  response  to  our  an- 
nual appeal  broke  all  records  and 
exceeded  the  previous  year's  re- 
ceipts by  nine  thousand  dollars — we 
had  to  dip  into  our  capital  reserves. 

We  are  hoping  that  this  year  we 
will  be  able  to  strengthen  our  finan- 
cial position  rather  than  weaken  it. 
Clearly  we  cannot  endure  if  we 
have  to  live  on  our  capital. 

Over  28,000  Braillers  Produced 

THE  Perkins  Brailler  was  designed  by  David  Abraham 
of  the  Howe  Press  of  the  Perkins  School  for  The  BHnd. 
Since  the  first  machines  were  produced  in  1951  the  Brailler 
has  found  a  ready  market  around  the  world. 

To   meet  the   unexpectedly   large  demand   for   Braillers   a   modern   and   enlarged    machine 
shop  has  been  erected  on  the  Perkins  Campus.  Latest  production   methods  are  employed. 

Each    Brailler   is  carefully  tested    by  Albert 
Czub  before  release. 

Braillers  Around 
The  World 

On  the  far  side  of  the  globe,  these  be- 
ginners at  the  New  Zealand  School  for  the 
Blind  in  Auckland  use  Braillers  in  learning 
their  first  braille  lessons. 

In  Townsend  House,  Brighton,  So.  Australia 
older  boys  and  girls  do  their  schoolwork  in 

On  every  continent  the  Perkins  Brailler 
is  helping  blind  boys  and  girls  to  master 
their  braille  skills;  while  many  bUnd  adults 
find  it  a  valuable  aid  to   their  careers. 

Careful   packing    has  assured   safe  delivery 
all  over  the  world. 

The  1962-63  report  of  the  Wavertree 
School  for  the  Blind  in  Liverpool,  England 
states  "The  Braille  Writers  manufactured 
by  the  Howe  Press,  Perkins  School  for  the 
Blind,  Massachusetts,  have  been  the  great 
interest  of  the  School.  While  it  is  too 
early  yet  to  be  able  to  assess  accurately 
the  degree  to  which  the  reading  and  writ- 
ing of  Braille  has  been  improved,  there  is 
no  doubt  ofthe  value  of  the  Perkins  Braille 
Writers  in  this  improvement.  More  than  half 
of  the  children  are  now  using  these  ma- 
chines in  place  of  the  traditional  writing 
mediums.  As  the  children  progress  from 
class  to  class  they  take  their  writers  with 
them.  New  entrants  to  the  School  com 
mence  using  the  writers  when  they  reach 
the  stage  for  beginnings  in  Braille."' 



Founded  1829 
A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



The  Lantern  is  not  only  a  newsletter  about  Perkins;  it  tries  its 
best  to  be  the  voice  of  over  three  hundred  pupils  and  of  nearly  as 
many  staff  and  teacher  trainees. 

This  voice  speaks  in  many  sounds,  at  times  out-babbling  the  con- 
struction workers  at  the  Tower  of  Babel,  but  there  are  tones  that 
prevail  audibly.  The  sounds  are  exuberant  rather  than  sad,  enthusi- 
astic and  not  lethargic.  Optimism  drowns  out  pessimism.  Courage 
assures  that  the  present  is  nearly  always  exciting  and  the  future 

Perkins  is  not  a  Church  School.  Though  most  of  our  pupils  come 
from  Christian  homes,  it  is  not  even  a  "Christian  School."  It  assimi- 
lates persons  of  all  faiths  who  exude  a  common  joy  of  living. 

The  cultivation  of  this  joy  of  life  is  vitally  important  in  the  prep- 
aration of  bUnd  youth  for  adult  living.  As  blind  people  face  the 
world,  they  encounter  apprehension,  doubt,  pity  perhaps,  and  con- 
cern. These  can  be  more  easily  transformed  into  happy  and  confident 
acceptance  if  the  boy  or  girl  can  meet  them  with  the  courage  of  the 
conviction  that  life  is  indeed  a  very  wonderful  thing. 

Even  the  most  knowledgeable  among  us  are  inclined  to  seize  on 
the  accomplishments  of  the  blind  as  "extraordinary,"  and  in  so  doing 
blind  ourselves  to  the  human  being  beyond.  Only  a  blind  man's 
sense  of  his  own  rich  place  in  life  can  make  us  see  him  as  he  is. 

On  the  campus  the  December  Lantern  is  often  called  "the  Christ- 
mas Lantern''  for  that  is  when  it  is  published.  It  has  to  be  written 


much  earlier  when  not  only  is  Christmas  still  ahead,  but  the  Ameri- 
can festival  of  Thanksgiving  is  at  hand.  This  is  the  time  of  year  when 
the  joy  of  living  which  is  such  a  vital  part  of  our  lives  at  Perkins  is 
most  openly  expressed.  It  is  the  time  of  the  year,  also,  when  we  look 
back  to  happenings  which  strengthen  our  faith  in  living  and  seem  to 
make  the  future  more  promising.  In  this  spirit  may  I  share  two 
memories  of  1964  drawn  from  my  travels  in  Asia. 

High  in  the  Himalayas,  near  the  border  of  Tibet,  is  the  town  of 
Kalimpong.  Here  is  the  Salvation  Army  Home  for  Blind  Children. 
It  is  a  good  School  and  the  children  are  doing  well.  It  is,  of  course,  a 
Christian  School  in  a  Hindu  and  Buddhist  society.  Music  seems  to 
be  a  universal  passion.  On  the  day  I  was  there  I  heard  the  eager  sing- 
ing of  gospel  hymns  accompanied  by  guitars.  It  was  a  chilly  March 
morning  with  the  snowy  mass  of  Kanchenjunga  glittering  through  the 
mist.  It  is  a  memory  worth  recalling  as  often  as  possible. 

By  way  of  contrast,  on  the  island  of  Penang,  off  the  coast  of 
Malaysia,  it  is  always  hot.  Here  is  St.  Nicholas  School  for  the  Blind, 
an  Anglican  institution  with  a  fine  modem  educational  program. 
Here  the  pupils  are  Malay,  Chinese  and  Indian,  and  English  is  the 
common  tongue.  Here,  too,  Christianity  is  taught.  This  is  a  Moslem- 
Buddhist-Hindu  region. 

It  so  happened  that  on  the  day  I  visited  the  pupils  were  learning  a 
lesson  of  Christian  service  and  responsibility.  On  this  day,  for  the 
first  time  in  the  School's  history,  older  boys  and  girls  were  installed 
as  prefects  to  assist  their  juniors. 

In  a  brief  impressive  ceremony  the  principal  lighted  a  candle  for 
each  prefect  in  turn.  As  each  was  lit,  the  prefect  made  a  promise. 
The  School, Captain  pledged:  "I  light  the  candle  of  Service  and 
promise  that  we  shall  endeavor  to  serve  others  with  a  true  sense  of 
devotion  to  our  duty." 

The  Vice  Captain,  a  girl,  pledged:  'T  light  the  candle  of  Humility 
and  promise  that  we  shall  endeavor  to  carry  out  our  duties  firmly, 
but  with  the  modesty  of  truly  great  men."  In  turn  the  various  pre- 
fects pledged  Courtesy,  Dependability,  Friendliness,  Unity  and  Loy- 
alty. Then  each  prefect  lighted  a  candle  carried  by  the  children  as- 
signed to  his  care.  There  were  several  talks,  all  brief.  The  prefects 
and  the  pupils  wore  a  most  solemn  expression.  Life  was  indeed  seri- 
ous, but  seemed  to  be  so  full  of  promise.  Here  again  was  a  memory 
to  carry  into  future  years. 

All  of  us  at  Perkins  would  like  to  share  with  our  readers  the  joy 
of  living  which  is  expressed  so  freely  at  the  Thanksgiving  and 
Christmas  seasons. 

Edward  J.  Waterhouse,  Director 

Stephen  Grenfell  and  Poh  Lin 


STEPHEN  Grenfell,  a  British 
author  and  well-known  script 
writer  for  the  British  Broadcasting 
Corporation,  spent  several  weeks  at 
Perkins  in  March  1964.  He  is  writ- 
ing a  book  on  blind  children  and  his 
main  purpose  in  coming  was  to 
interview  Chan  Poh  Lin,  our  deaf- 
blind  pupil  from  Singapore  to 
whom  a  section  of  the  book  is  de- 

While  here  he  also  planned  to 
tape  interviews  with  our  staff  and 
others  of  our  pupils  for  broadcast- 
ing in  the  United  Kingdom. 

Mr.  Grenfell's  book  falls  into 
three  sections.  The  first  of  these 
deals  with  one  of  the  several  Sun- 
shine Homes  for  pre-school  blind 
children  in  England  where  his  own 
daughter,  who  has  normal  vision, 
spent  several  months  living  with  the 
blind  children.  A  second  section 
deals  with  a  pupil  at  Chorleywood 
— the  only  secondary  school  for 
blind  girls  in  England.  The  third 
section  was  to  deal  with  Poh  Lin. 
This,  however,  has  been  expanded 
so  that  it  does  tell  about  Perkins  as 
a  whole.  It  includes,  for  example, 
the  story  of  Lan  and  Quang,  our 
two  pupils  brought  to  us  from 
Saigon  by  members  of  the  United 
States  Special  Forces. 

Mr.  Grenfell  took  a  great  deal 
of  taped  material  back  with  him  to 
England.  Already  three  programs, 
dealing  in  whole  or  in  part  with 
Perkins,  have  been  broadcast.  In 
one  of  these  Mr.  Carl  J.  Davis, 
head  of  our  Department  of  Psy- 
chology and  Guidance,  participates 
in  discussing  break-throughs  in  the 
problems  of  the  visually  handi- 
capped. A  second  tape  dealt  with 
Poh  Lin  and  the  third  with  Lan  and 
Quang.  The  Poh  Lin  tape  opens 
with  the  singing  of  our  Chorus  and 
includes  the  voices  of  several  of 
our  other  pupils  besides  Poh  Lin. 
The  Lan  and  Quang  tape,  of  course, 
contains  a  great  deal  of  discussion 
between  Mr.  Grenfell  and  the  two 

It  was  a  pleasant  and  interesting 
experience  to  all  of  us  to  have  a 
skilled  reporter  in  our  midst.  Mr. 
Grenfell's  popularity  with  the  pupils 
reached  a  peak  when  it  was  learned 
that  he  was  acquainted  with  the 
Beatles.  A  number  of  Beatle  fans 
recorded  messages  which  Mr.  Gren- 
fell took  back  to  the  quartet  on  his 

Mr.  Grenfell's  book  will  be  pub- 
lished in  the  spring  of  1965. 

This  tape  being  prepared  here  of  Poh 
Lin  and  her  teacher  has  since  been  ra- 
diocast over  the  British  Broadcasting 



LAST  YEAR  we  prepared  for  distri- 
-^  bution  during  the  convention  of 
the  American  Association  of  In- 
structors of  the  Blind  a  booklet  de- 
scribing the  program  at  Perkins. 
This  book  entitled  simply  The 
Perkins  Program  was  mainly  pre- 
pared by  our  Principal,  Mr.  Benja- 
min F.  Smith,  who  in  considerable 
detail,  describes  the  educational 
program  in  both  the  Lower  and 
Upper  Schools. 

Included  also  in  this  book  is  an 
account  of  our  additional  services 
in  guidance  counseling  and  social 
services,  prepared  by  Mr.  Carl  J. 
Davis,  and  a  final  section  on  the 
social  education  of  blind  children  at 
Perkins  which  was  written  by  the 

There  is  a  tendency  among  edu- 
cators nowadays  to  think  of  the 
residential  school  for  blind  children 
as  a  place  where  special  attention  is 
given  to  children  who  not  only  have 
visual  handicaps,  but  have  addi- 
tional problems  as  well. 

While  Perkins  does  have  a  special 
department  for  the  Deaf-Blind,  and 
also  gives  special  attention  to 
children  who  are  slow-learners,  it  is 
fundamentally  a  school  for  the 
normal  blind  child.  The  program  as 
outlined  in  this  booklet  is  as  com- 
plete as  our  resources  and  knowl- 
edge can  devise.  It  also  indicates 
that  Perkins  is  not  content  to  rest 
upon  successes  of  the  past,  but  is  in 
many  fields  trying  to  keep  up  with 
the  most  modern  developments  in 
American  education. 

This  booklet,  which  is  Perkins 
Publication  No.  24,  is  available, 
postpaid,  for  fifty  cents  to  any 
interested  person. 

Chan  Poh  Lin  and  Peggy  Tan 


As  A  NEW  COMPANION  to  Chan 
^  Poh  Lin,  we  have  appointed 
Mrs.  Peggy  Tan  Tay  Sock  Hiang 
of  Singapore. 

Mrs.  Tan  was  selected  from  a 
number  of  applicants  during  the 
summer.  Poh  Lin  returned  home 
for  the  summer  months,  accom- 
panied by  Mrs.  Rose  M.  Vivian  of 
our  staff.  They  were  joined  by  the 
Director  briefly  in  July,  during 
which  this  appointment  was  made. 

Mrs.  Tan  first  became  acquainted 
with  Poh  Lin  while  she  was  still  a 
student  at  the  Singapore  School  for 
the  Blind,  before  her  first  trip  to 
America.  At  that  time  Mrs.  Tan 
was  a  volunteer  reader  in  the 
School.  Since  then  she  has  been 
teaching  in  an  elementary  school 
for  normal  children. 

Mrs.  Tan  replaces  Mrs.  Shui  Sin 
Das,  the  former  Miss  Wong  who 
married  Mr.  Kogendra  Das  of  the 
Perkins  staff  last  winter  and  has  re- 
turned to  Singapore.  The  Das 
family  has  recently  been  increased 
by  the  birth  of  a  daughter. 


Mollie  Cambridge 




MISS  Mollie  Cambridge  joined 
the  Perkins  staff  in  September 
1939  as  a  teacher  in  the  Deaf-Blind 
Department.  Consequently,  she  is 
one  of  the  minority  who  has  served 
with  us  for  twenty-five  or  more 

Miss  Cambridge,  who  was  a 
student  at  Perkins,  graduated  from 
the  Winthrop  High  School  and  ob- 
tained a  B.A.  degree  from  Boston 
University.  She  studied  for  a  year 
at  the  Sorbonne  in  France  and  also 
took  our  Perkins-Harvard  Course. 
A  woman  of  many  interests,  Miss 
Cambridge  continues  to  study  both 
languages  and  mathematics,  having 
recently  taken  courses  both  in 
Greek  and  Conversational  Russian. 
Miss  Cambridge  was  transferred 
from  the  Deaf-Blind  Department  in 
1947  to  the  Upper  School  and  has 
taught  Mathematics,  Latin  and 
French.  Her  versatility  has  been  of 
great  value  to  the  School. 


AFTER  the  biennial  conventions, 
^  each  of  the  workshop  groups 
appoints  its  officers  for  the  next  two 
years.  Among  those  chosen  for  the 
period  1964-1966  were  the  follow- 
ing members  of  our  staff: 

Teacher  Preparation  Commit- 
tee; Newsletter  Editor — Wil- 
liam T.  Heisler 

Primary  Grades  1-3,  Recorder 
— Miss  Harriet  M.  Phillips 

Intermediate  Grades,  Recorder 
— Mrs.  Ruth  Heisler 

Mathematics,  Chairman — War- 
ren C.  Germain 

Science,  Recorder — Miss  Na- 
omi Gregoire 

Foreign  Language,  Recorder — 
Mrs.  Julie  Harrington 

Multiple  Handicapped,  News- 
letter Editor — Mrs.  Jacque- 
line Cote 

Guidance,  Recorder — Mrs.  El- 
eanor Schneider 

Orientation  and  Mobility,  Re- 
corder— Mrs.  Katherine  M. 

Physical  Education,  Recorder 
— Miss  Carol  Wadell 

Houseparents  (Junior  and  Sen- 
ior High  School)  Recorder 
— Mrs.   Marguerite  Perkins 

Miss  Eleanor  W.  Thayer  was 
appointed  to  a  newly  created 
Music  Bibliography  Com- 

In  addition  to  these  elected  com- 
mittees, the  President  appoints  cer- 
tain other  committees  for  the  same 
period.  Perkins  staff  appointed  to 
these  included  Mr.  Carl  J.  Davis, 
Chairman,  Credentials  Committee; 
Mr.  John  L.  Morse,  Chairman, 
Guidance     Information     Advisory 


Committee;  Dr.  Edward  J.  Water- 
house,  Legislative  Committee;  Mr. 
Carl  J.  Davis,  Long-Range  Planning 
Committee;  Mr.  Benjamin  F.  Smith, 
Parents  Advisory  Committee  and 
Miss  Harriet  M.  Phillips,  Scouting 


FORTY-THREE  of  our  Upper  School 
students  participated  in  the 
Fourth  Annual  Quannapowitt 
Sports  Car  Association  Rally  on 
Sunday,  September  27th. 

In  these  rallies,  sports  cars  use 
both  a  driver  and  a  navigator.  In- 
structions are  given  to  the  latter, 
and  the  driver  has  to  follow  them 
as  best  he  may.  Instructions  not 
only  indicate  the  turns  on  the 
course,  but  the  approximate  speed 
at  which  each  section  of  the  journey 
is  to  be  made. 

The  winning  car  is  the  one  which 
reaches  its  destination  closest  to  the 
predetermined  time  required  if  the 
instructions  are  carried  out  exactly. 

For  several  years  now  our  older 
boys  and  girls  have  enjoyed  these 
rallies,  at  the  end  of  which  they 
have  been  entertained  by  the  Sports 
Car  Association  to  a  meal. 

The  three  winners  this  year  were 
Richard  Briggs,  WiUiam  Begay  and 
Isaac  Obie.  It  is  interesting  to  note 
that  the  second  and  third  winners 
are  members  of  our  Department  for 
Deaf -Blind  Children. 

The  instructions  are  provided  to 
our  students  in  braille. 


THE  WEEKEND  of  October  24-26 
Perkins  was  host  to  the  Annual 
Play  Day  for  Girls  which  brings 
together  teams  of  five  girls  from  the 
various  residential  schools  for  blind 
children  in  the  Northeast. 

Participating  in  the  event  this 
year  were  teams  from  the  Maryland 
School  for  the  Blind,  Overbrook 
School  for  the  Blind,  The  New 
York  Institute  for  the  Education  of 
the  Blind,  the  New  York  State 
School  for  the  Blind  in  Batavia, 
New  York;  the  Oak  Hill  School  in 
Hartford,  Connecticut,  and,  of 
course,  Perkins. 

The  girls  are  divided  into  five 
teams  of  five  members  each,  with  a 
representative  from  each  School  on 
each  team.  They  engage  in  competi- 
tive games  and  sports.  The  rainy 
weather  this  year  made  it  necessary 
to  hold  all  the  races  and  other 
events  in  our  new  gymnasium  in 
the  Upper  School. 

On  Saturday  afternoon  the  girls 
took  a  Grey  Lines  Tour  of  Cam- 
bridge and  Concord,  visiting  among 
other  places  Longfellow's  House 
and  the  Old  Manse  near  the  Battle- 
ground in  Concord. 

The  bad  weather  prevented  them 
from  accepting  an  invitation  to 
enjoy  the  facilities  of  the  Wal-Lex 
bowling  ground  and  minature-golf 
course  on  Saturday  evening.  Events 
at  the  School  had  to  be  substituted 

Representing  Perkins  were:  Bon- 
nie Masters,  Phyllis  Mitchell, 
Pamela  Klein,  Doris  Parnofiello 
and  Geraldine  Jackson. 





Achievement  tests  were  given  to 
practically  the  entire  student  body  at 
Perkins  during  the  week  of  October 
26th.  Perkins  has  long  pioneered  in 
both  psychological  and  educational 
tests,  and  achievement  tests  which 
have  been  adapted  for  the  use  of  the 
blind  and  are  available  in  Braille,  are 
given  in  the  fall  and  spring  of  each 


Two  Student  Councils  were  elected 
by  the  students  in  the  upper  school 
early  in  the  fall.  These  are  the  stu- 
dents who  will  conduct  student  gov- 
ernment throughout  the  school  year. 
Each  council  has  its  own  President, 
while  each  of  the  cottages  has  its  own 
Representative.  Those  elected:  Presi- 
dent, Girls'  Student  Council,  Bonnie 
Masters;  Brooks  Cottage  Representa- 
tive, Virginia  Gibson;  Fisher  Cottage 
Representative,  Lorraine  Teehan;  May 
Cottage  Representative,  Linda 
Greenan;  The  Junior  High  Represent- 
ative girl  is  Jane  Morin. 

The  Boys'  Student  Council  consists 
of:  Paul  Raia,  President;  Bridgman 
Cottage,  John  Mclntyre;  EHot  Cot- 
tage, Frank  DeCola;  Moulton  Cot- 
tage, Paul  Pena;  Tompkins  Cottage, 
Thomas  Sullivan;  The  Junior  High 
Representative  is  Brian  Margie. 


The  annual  meeting  of  the  Perkins 
Corporation  was  held  on  November 
2.  Officers  appointed  for  the  1964-65 
year  were:  President,  Augustus  Thorn- 
dike,  M.D.;  Vice  President,  Mr.  Sam- 
uel Cabot,  Jr.;  Treasurer,  Mr.  Ralph 
B.  Williams;  Ass't  Treasurer,  Mr. 
John  W.  Bryant;  Trustees:  Mrs.  Fred- 
erick J.  Leviseur,  Beverly  Farms, 
Mass.,  Mr.  Warren  Motley,  Nahant, 
Mass.,  Mr.  David  Cheever,  Dedham, 
Mass.,  Mr.  Richard  Saltonstall,  Sher- 
born,  Mass.,  Mr.  John  Lowell,  Na- 
hant, Mass.,  Mr.  Robert  H.  Hallowell, 
Dover,  Mass.  Dr.  Edward  J.  Water- 
house,  the  Director  of  Perkins,  was 
appointed  as  Secretary  of  the  Corpo- 


Early  in  November  the  Director  at- 
tended a  meeting  of  teachers  of  the 
blind  in  Sao  Paulo,  Brazil.  At  the 
conference  he  had  interviews  in  con- 
nection with  a  program  for  educating 
the  deaf -blind  in  Brazil.  Miss  Nice  De- 
Sariva  of  Sao  Paulo  trained  at  Per- 
kins several  years  ago  for  this  pur- 
pose. Both  our  motion  pictures  had 
had  Portuguese  sound  tracks  added 
and  were  shown  during  the  conference. 

With  modified  rules,  the  boys  at  Perkins 
play  an  exciting  game  of  touch  football. 
During  the  fall  months,  rivalry  between  the 
Boys'  Cottages  is  intense. 

4 -Si.  :;:<?»  A-: 


BACK  ROW— left  to  right,  1964-65  Teacher  Training  Class:  Dr.  Edward  J.  Waterhouse, 
Jeanne  Girard,  Raymond  Seaver,  Lai  Advani  (India),  Gyanendra  Rongong  (India),  Syed 
Abdul  Wasey  (India),  Lars  Guldager  (Denmark),  F.  James  Dale  (England),  B.  K.  Acharya 
(India),  William  T.  Heisler,  Joel  R.  Hoff.  MIDDLE  ROW:  Mitsouko  Gaetjens  (Haiti),  Eliza- 
beth Plantamura,  Barbara  McClarin,  (Mrs.)  Margaret  Wallace,  Elizabeth  Van  Arnam, 
Fredette  Torrey,  Patricia  Pomije,  Theresa  Cornacchia,  Margery  Speir,  Elizabeth  Edmonds, 
Cynthia  Carbone.  FRONT  ROW:  Barbara  Kalin,  Maxine  Forster,  Dorothy  Jackman,  Yoko 
Miki  (Japan),  (Mrs.)  Ruth  Tan  (Singapore),  Patricia  Johnson  (Malaya),  Ann  McDonnell, 
Carol  Burchard,  Priscilla  Chapin. 


An  exhibit  of  over  300  photographs 
covering  a  wide  range  of  student  ac- 
tivities were  on  exhibit  in  the  Howe 
building  from  October  20  to  Novem- 
ber 20.  The  photographs  were  taken 
by  Robert  M.'  Campbell  who  pro- 
duced both  the  Perkins  motion  pic- 
tures, The  Perkins  Story  and  Children 
of  the  Silent  Night.  Permanent  dis- 
play panels  which  could  be  loaned  to 
organizations  wishing  to  have  a  dis- 
play of  Perkins  pictures  will  be  avail- 
able next  year. 


The  Freshman  Class  recently  elected 
the  following  officers:  President,  Don- 
ald   Deignan,    Vice    President,    John 

Thornton,  Secretary,  Sam  Troia,  Boys' 
Treasurer,  Richard  Briggs,  Girls' 
Treasurer,  Carol  Crowley.  Mr.  and 
Mrs.  John  Morse  of  the  faculty  are 
Class  Advisers. 


For  the  first  time  the  Convention  of 
the  AAIB,  which  was  held  at  Perkins 
last  June,  included  competitions  in 
which  pupils  from  all  over  the  United 
States  were  able  to  participate. 

Among  Perkins  winners  in  the  Busi- 
ness Education  competition  were  An- 
drea Demling,  Second  Prize  in  the 
first-year  Typing  section;  Claire 
L'Ecuyer,  Third  Prize,  second-year 
Typing  section;  and  Virginia  Gibson, 
First  Prize,  Dictaphone  transcription 

MOCK  ELECTION.  The  Perkins  Stu- 
dents registered  for  the  national 
election  and  balloted  for  President 
and  Vice-President  in  booths  similar 
to  those  used  in  Massachusetts.  Braille 
ballots  were  not  used  since  these 
are  not  available  in  actual  elections. 
Instead  the  pupils  had  the  same 
kind  of  aid  provided  by  law  in  most 
States,  namely,  a  seeing  person  to 
mark  their  ballots. 


I  hereby  give,  devise  and  bequeath  to  the  PERKINS  SCHOOL  FOR 
THE  BLIND,  a  corporation  duly  organized  and  existing  under  the  laws 
of  the  Commonwealth  of  Massachusetts,  the  sum  of  dollars 

($  ),  to  be  applied  to:  1,  General  uses  and  Purposes;  2,  Special 

Purpose  (to  be  specified)  of  said  corporation  under  the  direction  of  its 
Board  of  Trustees;  and  I  do  hereby  direct  that  the  receipt  of  the  Treasurer 
for  the  time  being  of  said  corporation  shall  be  a  sufficient  discharge  to  my 
executors  for  the  same. 

Donors  who  wish  to  specify  a  particular  purpose  for  their  gifts 
or  bequests  are  advised  that  our  most  urgent  needs  at  present  are  for : 

Endowment  Funds  for  the  Department  for  Deaf-Blind  Children 

Scholarship  funds  for  Deaf -Blind  Children 


Our  general  endowment  fund,   however,   which  has   been   our 
mainstay  for  over  a  century  needs  continuing  support. 


The  address  of  the  Treasurer  of  the  corporation  is  as  follows : 


Fiduciary  Trust  Company,  10  Post  Office  Square,  Boston,  Mass.  02109 




VOL.  XXXIV,  NO.  3 

MARCH  1965 

ii^^fci&.™».:,. . 


Bo-Jane  Heap  works  on  cane 
technique  under  the  watchful 
eye  of  Mrs.  Marie  Reilly. 

Table  of  Contents 

Training  in  Mobility   3 

New  Blindiana  Library   7 

Editorial — A  Generous  Concern 8 

"Does  the  Blind  Person  Make  a  Good  Employee?" 9 

Japanese  Track  for  Perkins  film 10 

International  Week    11 

Slates  and  Stili   12 

On  and  Off  the  Campus 14 

Perkins  Films  Available 16 


March  28 

Parents'  Luncheon — Open  House 

April     9 

Easter  Recess 


Offices  and  Library  Closed 


Pupils  Return 


Classes  Resume 


E.A.A.B.  Track  Tournament — N.  Y.  Institute 

May  31 

Memorial  Day  Holiday 

June     3 

Final  Examinations  Begin 


Picnic  and  Field  Day 




Alumni  Reunion 

by  Benjamin  F.  Smith,  Principal 

One  of  the  major  objectives  in 
educating  bhnd  children  is  to  pre- 
pare them  to  be  independent  adults. 
This  does  not  mean  that  blind 
people  need  not  or  should  not  be 
dependent  upon  others.  Even  see- 
ing people  upon  occasion  find  it 
necessary  to  be  dependent.  Lacking 
sight,  those  who  are  blind,  of  course, 
find  many  more  occasions  when 
they  will  be  dependent  on  others, 
and  they  must  prepare  themselves 
to  live  graciously  with  this  fact. 
With  proper  training  of  both  men- 
tal attitudes  and  physical  behavior, 
however,  the  great  majority  of 
blind  children  can  be  prepared  to  a 
high  degree  of  independence,  in- 
deed. Many  blind  housewives,  for 
example,  are  not  only  managing  all 
of  the  many  and  intricate  details  of 
a  household,*  but  are  also  giving 
adequate  care  and  leadership  to 
large  families.  Professionally 
trained  blind  men  are  maintaining 
themselves  quite  independently  as 
lawyers,  teachers,  and  businessmen 
with  a  minimum  of  dependence 
on  others  and  often  are  providing 
leadership  for  more  dependent  see- 
ing people. 

Perhaps  the  most  important  sym- 
bol of  a  blind  person's  degree  of 
independence  is  noted  in  his  abil- 
ity, or  lack  of  ability,  to  get  about 
from  place  to  place  by  himself.  The 
man  who  must  wait  for  the  help  of 
another  before  he  can  go  to  the 
store  or  visit  a  friend  or  reach  his 
place  of  employment  usually  is  ad- 
mitting an  unnecessary  dependence. 
The  many,  many  blind  people  who 
can    and    do    handle    these    travel 

routines  by  themselves,  on  the 
other  hand,  gain  not  only  the  re- 
spect of  others,  but  also  their  own. 

Yet  gaining  independence  in 
travel  from  place  to  place  often  is 
among  the  most  difficult  skills  for 
blind  children  to  master.  Frequently 
severe  bumps  or  falls  during  the 
exploration  period  of  early  child- 
hood grip  a  blind  child  with  such 
fear  of  movement  that  only  years 
of  careful  guidance  will  induce  him 
to  acquire  habits  of  independent 
travel.  Sometimes  well-meaning 
parents,  fearful  themselves  for  the 
safety  of  their  blind  child,  do  not 
permit  him  to  explore  his  environ- 
ment independently  and  thereby 
discourage  in  him  the  desire  for  in- 
dependence. In  other  instances  rela- 
tives and  friends,  to  satisfy  their 
own  misdirected  need  to  be  help- 
ful, insist  upon  leading  the  child 
everywhere  and  doing  all  for  him 
rather  than  demanding  that  he 
move  and  do  for  himself.  Even 
fellow  students  and  teachers  in 
school  have  been  known  to  lead  a 
blind  child  everywhere  and  thereby 
render  him  incapable  of  independ- 
ent travel. 

Training  for  independence  in 
mobility,  of  course,  must  begin  in 
the  home.  It  is  during  the  early 
years  of  childhood  that  the  blind 
child's  emotional  habit  patterns  of 
response  to  the  problem  of  moving 
about  independently  are  likely  to 
be  formed.  If  parents,  relatives,  and 
friends  encourage  him  to  explore 
independently;  dust  him  off  with 
love  when  he  cracks  his  head,  but 
stimulate  him  to  try  again;  make  a 

Two    kindergar+ners    go    exploring    in    the 
director's  house. 

game  of  the  hazards  of  furniture, 
stairways,  and  yards  with  the  re- 
ward of  praise  for  successful  en- 
counter; insist  upon  independence 
in  grooming  and  self-care  skills; 
then  the  child's  responses  are  likely 
to  be  positive  and  he  may  rather 
easily  become  an  independent 
traveler.  If,  on  the  other  hand,  the 
manner  of  those  about  the  child  is 
overprotective,  fearful,  and  con- 
fining, then  his  responses  will  be 
negative  and  he  may  find  independ- 
ent travel  a  major  problem  for  a 
long  time.  More  and  more  parents 
of  blind  children  are  becoming 
aware  of  this  issue  and  are  dealing 
with  their  blind  child  in  a  positive 

When  the  school  receives  the 
blind  child  from  the  home,  it  at 
once  assumes  a  lar^e  share  of  the 

responsibility  for  making  of  the 
child  an  independent  traveler.  Any 
school  program  that  fails  to  recog- 
nize this  responsibility  and  makes 
no  provision  for  training  in  mo- 
bility seriously  neglects  the  child. 

The  Perkins  Plan 

Perkins  throughout  the  school 
from  kindergarten  to  high  school 
graduation  gives  attention  to  train- 
ing in  mobility  in  a  variety  of  ways. 
The  physical  education  program 
has  as  one  of  its  major  objectives 
training  for  independence  in  travel. 
In  the  kindergarten  and  primary 
grades,  for  example,  specific  ex- 
ercises in  the  correct  posture  and 
mechanics  of  walking  are  stressed. 
Rhythm  games,  exercises  in  run- 
ning, skipping,  and  jumping,  and 
relay  races,  also,  encourage  fear- 
less freedom  of  movement  and 
train  the  sense  of  direction.  From 
the  third  to  the  sixth  grades,  in- 
struction in  roller  and  ice  skating 
and  the  playing  of  a  variety  of  run- 
ning games  such  as  baseball,  foot- 
ball, track  events  and  the  like  ex- 
tend the  blind  child's  boundaries  of 
fearless  movement.  In  the  upper 
school,  too,  a  concentration  on 
such  physically  active  movement  as 
found  in  wrestling,  swimming,  ap- 
paratus work,  as  well  as  all  other 
sports,  usually  serves  to  dispel  any  re- 
maining vestiges  of  emotional  with- 
drawal from  independent  move- 

The  physical  education  program 
can  lay  a  good  physical  structure 
for  independent  mobility  and  can 
foster  relaxed  accepting  attitudes 
toward  it,  but  it  cannot  do  the  com- 
plete job.  Specific  instructions  in 
the  techniques  of  effective  travel 
also  are  necessary.  At  Perkins 
every  classroom  teacher,  and  every 
housemother,  as  well  as  several 
trained  specialists,  are  called  upon 
to  share  in  the  training  process. 

The  lessons  begin  in  the  kinder- 
garten when  the  teacher  instructs 
the  child  in  the  technique  of  mean- 
ingful exploring  of  the  classroom, 
of  moving  to  and  from  other  parts 
of  his  school  building  independ- 
ently, and  of  traveling  between  his 
building  and  those  immediately  ad- 
joining in  the  lower  school.  It  con- 
tinues with  an  ever  broadening 
emphasis  through  the  primary  and 
elementary  grades.  Here  the  teach- 
ers stress  with  the  students  an  in- 
creasing awareness  of  their  environ- 
ment as  conveyed  to  them  through 
hearing,  touch,  and  smell.  Lessons 
are  given  in  locating  sound,  in  iden- 
tifying it,  and  in  discriminating 
among  a  variety  of  sounds.  Stu- 
dents are  taught  how  to  identify 
landmarks  by  the  feel  of  a  post  or 
by  the  texture  of  a  pathway  under- 
foot. They  learn  to  find  their  bear- 
ings in  space  by  the  aroma  that 
must  be  coming  from  a  kitchen  or 
by  the  noise  that  drying  clothes  on 
a  clothes  reel  make  as  they 
flap  in  the  breeze.  In  the  upper 
grades,  of  course,  the  students 
learn  to  make  use  of  all  of  these 
clues  as  they  begin  to  travel  from 
one  building  to  another  all  over  the 
Perkins  campus.  Trips  to  the  bar- 
ber shop,  to  the  local  stores,  with 
Boy  or  Girl  Scouts  to  camping 
spots,  or  to  other  off-campus  des- 
tinations under  the  direction  of 
houseparents  or  other  staff  furnish 
more  advanced  opportunities  for 
practicing  travel  skills. 

Back  in  the  classroom  the  chil- 
dren study  some  of  the  tricks  neces- 
sary for  the  blind  to  know  for  safe 
effective  movement  of  the  body. 
They  discover,  for  example,  how 
best  to  carry  their  hands  when 
moving,  how  to  stoop  to  pick  up 
something  from  the  floor  so  as  not 
to  crack  the  head  on  a  chair  or 

The  busy  streets  of  Watertown  provide 
a  good  "outdoor  classroom"  for  teach- 
ing mobility. 

table  or  thrust  the  stern  into  wall 
or  door;  how  to  find  a  lost  article 
on  the  floor  by  moving  in  concen- 
tric circles;  how  to  follow  a  human 
guide  with  a  touch  on  the  elbow; 
how  to  approach  and  seat  oneself 
in  a  chair;  and  a  host  of  other  little 
matters  handled  so  easily  by  those 
with  sight. 

In  all  of  this  preparation  for  in- 
dependent travel  at  this  level,  of 
course,  the  key  to  succesful  mas- 
tery is  the  systematic,  planned  in- 
struction of  the  adult.  If  the 
teacher  or  houseparent  did  not  en- 
courage, indeed,  sometimes  did 
not  compel,  many  blind  children 
would  not  learn  these  very  im- 
portant lessons.  Instead,  quite  a 
number,  particularly  those  who  are 
completely  blind,  would  be  content 
to  let  someone  else,  an  adult  or  an- 
other more  competent  or  partially 
seeing  student,  usher  them  from 
one  place  to  another  without  any 
conscious  awareness  on  their  part  of 
rich  abundance  of  clues  crying  out 
to  them  from  their  environment 
for  recognition. 

Instructions  Using  a  Cane 

When  a  Perkins  student  reaches 
the  junior  high  in  the  upper  school, 
usually  he  is  ready  for  a  more 
formal  study  of  travel  techniques. 
Not  only  has  he  acquired  the  desire 
to  travel  farther  afield  more  fre- 
quently, but  as  a  rule  he  has  the 
wisdom  to  do  so  independently  with 
due  regard  to  the  rigid  rules  of 
safety  all  blind  people  must  follow. 
At  some  time  during  these  years, 
therefore,  he  is  given  the  opportu- 
nity to  receive  scheduled  instruc- 
tion in  independent  travel  using  a 
cane.  It  is  an  opportunity  since  he 
is  not  required  to  study  the  cane, 
but  rather  is  offered  it  if  he  desires 
it.  Rarely  does  a  totally  blind  stu- 
dent fail  to  elect  this  instruction. 
More  often  there  is  a  clamor  for  it 
from  among  those  who  are  waiting 
their  turn. 

Perkins  employs  two  full-time 
and  one  half-time  trained  instruc- 
tors in  cane  travel.  Each  handles 
some  students  who  are  beginners 
with  the  cane  and  some  who  are 
advanced.  Usually  two  periods  a 
week  are  scheduled  for  each  stu- 
dent, although  some  may  have  just 
one  in  the  beginning,  and  a  few 
who  are  slow  to  acquire  skill  may 
have  three  or  four. 

Each  beginning  student  is  re- 
viewed on  awareness  of  environ- 
mental clues  such  as  those  de- 
scribed earlier.  He  then  is  intro- 
duced to  very  specific  techniques  in 
the  way  of  handling  and  using  the 
cane.  He  practices  these  techniques 
first  in  the  familiar  buildings  and 
on  the  grounds  of  the  campus.  When 
he  is  ready  to  advance,  h^  is  taken 
upon  the  streets  outside  the  campus. 
He  learns  how  to  cope  with  a 
variety  of  obstacles,  stop  lights  at 
intersections,  the  flow  of  highway 
traffic,  well-meaning,  but  oversolic- 
itous  strangers,  crowds  of  people  in 
a  store,  and  many  other  situations. 

He  continues  his  instruction  until 
the  teacher  is  satisfied  he  has  ac- 
quired enough  skill  to  travel  safely 
at  least  in  all  the  types  of  traffic 
conditions  found  in  the  local  com- 
munity. Depending  upon  the  ability 
of  the  student,  this  may  take  from 
one  to  two  years  to  four  or  even 
more.  A  few  students  never  be- 
come completely  self-sufficient  in 
the  use  of  the  cane.  Others  master 
the  cane  as  a  stop  gap  before  ac- 
quiring a  guide  dog.  In  any  event 
the  course  in  travel  using  a  cane  is 
one  of  the  best  offered  at  Perkins 
for  imparting  self-confidence,  in- 
dependence, and  self-discipline. 

The  final  examination  for  the 
course  usually  is  an  independent 
trip  by  the  student  into  Boston  to 
predetermined  destinations  and  re- 
turn using  public  transportation, 
and  being  checked  out  by  the 
teacher  for  thoroughness. 


THE  Perkins  Blindiana  Library 
which  was  founded  by  our 
second  Director,  Michael  Anagnos, 
in  the  1880's,  is  believed  to  be  the 
largest  of  its  kind  in  existence, 
containing,  as  it  does,  books  on  the 
education  of  the  blind  going  back 
many  decades  and  in  some  cases 
for  several  centuries. 

When  the  School  was  moved  to 
Watertown  in  1910,  a  three-story, 
fire-proof,  vault-like  chamber  was 
constructed  to  house  this  collection. 
While  this  has  proved  to  be  very 
suitable  as  a  storage  area,  it  is  en- 
tirely unsuited  for  study  purposes. 
Researchers  come  in  increasing 
numbers  to  use  this  library,  and  not 
a  few  books  have  been  largely 
written  there.  In  addition,  of 
course,  our  teacher  trainees  make 
extensive  use  of  its  facilities. 

In  January  1965  the  Trustees 
authorized  the  erection  of  a  new 
building  to  house  this  collection  and 
also  the  collection  of  print  books 
on  education  and  general  subjects 
used  by  our  staff.  The  new  library 
will  be  located  in  the  courtyard  on 
the  boys-side  of  the  Howe  Building 
and  will  be  quite  close  to  the  exist- 
ing main  Library.  It  will  be  entered 
from  what  generations  of  school- 
boys have  realistically  described  as 
"the  Cold  Corridor"  which  paral- 
lels the  main  Library  on  the  one 
side  and  the  courtyard  on  the 
other.  The  building  will  be  three 
stories  high,  with  the  lower  level, 
devoted  to  the  staff  library,  being 
sunk   half   a   story   below   ground 

level.  The  main  stacks  of  the  Blind- 
iana Library  will  be  on  the  floor 
above,  and  a  large  mezzanine  for 
study  purposes  will  be  above  that. 

The  architect,  Mr.  Edward  L. 
Diehl,  who,  both  in  association 
with  Carl  Koch  and  in  his  own 
right  has  worked  on  a  number  of 
projects  on  the  campus  in  recent 
years,  has  designed  a  most  at- 
tractive building  which  we  believe 
is  eminently  suited  to  its  purposes. 

Construction  is  planned  to  begin 
as  soon  as  school  closes  this  June. 
The  main  portion  of  the  work 
should  be  completed  before  school 
resumes  in  September,  and  it  is 
hoped  that  the  library  will  be  offi- 
cially opened  at  the  annual  Corpo- 
ration Day  on  November  1,  1965. 

Mr.  Edward  L  Diehl,  architect,  with  Dr. 
Waterhouse,  Frank  Lavine,  J.  Stephenson 
Hemphill,  and  Claude  E.  Maclntyre  ex- 
amine site  of  new  Blindiana  Library. 



Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



EACH  GENERATION  of  adults  worrics  about  the  current  crop  of  adoles- 
cents who  invariably  seem  to  be  "too  spoiled".  Each  generation  in 
fact  does  have  more  opportunities  than  their  parents  had  for  being 
spoiled,  since  they  possess  a  larger  amount  of  the  world's  riches. 

Certainly  the  pupils  at  Perkins  "never  had  it  so  good".  They  enjoy  an 
ever-increasing  variety  of  courses  and  extracurricular  experiences.  More 
and  better  equipment  is  at  their  disposal.  Not  least  in  importance,  they 
have  far  more  pocket  money  to  spend,  some  of  it  earned  by  themselves, 
but  most  of  it  provided  by  their  parents. 

Is  this  spoiling  them?  Are  they  so  busy  enjoying  themselves  that  there 
is  no  time  left  for  concern  over  others?  Must  each  generation  inevitably 
become  more  self-centered? 

These  are  questions  which  rightly  concern  the  Perkins  faculty.  We 
cannot  answer  them  with  assurance,  but  there  is  some  evidence  that  to- 
day's youth  are  at  least  as  generous  as  their  forbears. 

In  1959,  with  the  approval  of  the  Trustees,  a  Fund  for  Blind  Children 
Overseas  was  established  through  which  our  pupils  can  give  assistance  to 
their  contemporaries  in  poorer  lands.  This  Fund  is  administered  jointly 
by  our  Girls  and  Boys  Student  Councils. 

At  first  this  Fund  was  supplied  solely  by  collections  taken  at  our  Christ- 
mas Carol  Concerts.  Since  our  choruses  will  sing  at  the  top  of  their  form 
whether  or  not  a  collection  is  taken,  this  involved  a  minimum  of  personal 
involvement.  From  this  beginning  a  more  direct  interest  has  grown.  One 
Christmas  a  boy  donated  his  entire  hard-earned  profits  from  selling  Christ- 
mas wreaths.  The  drama  club  has  put  on  Special  performances  whose 


proceeds  have  gone  to  the  Fund,  and  plans  to  do  so  again  this  April.  This 
winter  the  Perkins  Athletic  Association,  which  is  financed  by  the  boys 
through  the  sale  of  wreaths  and  candy  each  December,  made  a  generous 

While  the  purpose  of  this  Fund  is  to  assist  blind  girls  and  boys  who  are 
less  fortunate  than  they,  it  provides  welcome  evidence  that  growing  pros- 
perity has  not  prevented  our  pupils  from  recognizing  their  responsibilities 
to  others.  Their  growing  concern  over  the  past  five  years  must  be  as 
gratifying  to  their  parents  as  it  is  to  the  Perkins  Staff. 


Edward  J.  Waterhouse,  Director 

"Does  the  blind  person  make  a  good  employee? 

"The  independent,  professional  blind  person  is  an  excellent 
and  loyal  employee.  He  usually  has  better  attendance  and,  as 
is  found  in  insurance  company  records,  has  fewer  accidents 
than  his  fellow  employees.  The  competent  blind  person  who 
has  finished  high  school  and  college  usually  has  more  than 
enough  motivation  to  accept  the  challenges  offered  in  com- 
puter programming.  Whether  from  a  sense  of  independence, 
pride,  an  inward  drive,  or  some  other  motivation,  the  blind 
professional  has  evidenced  time  and  time  again  that  he  is  on 
the  job  not  just  to  work,  but  to  excel." 

Reprint  from  Spane  Bulletin  for  January  1965  from  "New 
Professional  Opportunities  for  the  Blind  Exist  in  Digital  Com- 
puter Programming"  by  Robert  A.  J.  Gildea,  Manager,  Program- 
ming, Radio  Corporation  of  America,  Burlington,  Massachusetts. 


IN  RECENT  VISITS  to  Japan  the 
Director  has  observed,  with  con- 
siderable satisfaction,  an  increased 
interest  in  educating  deaf-bUnd 
children.  In  other  countries  where 
such  an  interest  has  been  mani- 
fested we  have  attempted  to  exhibit 
our  prize-winning  motion-picture, 
NIGHT.  Unfortunately,  in  Japan, 
contrary  to  popular  behef ,  there  are 
not  many  people  who  can  under- 
stand spoken  Enghsh,  though  very 
many  of  them  read  and  write  it 
with  some  fluency. 

Consequently,  we  decided  to 
translate  the  sound  track  on  our 
film  into  Japanese,  and  for  this 
purpose  we  enlisted  the  advice  of 
Ambassador  Edwin  O.  Reischauer 
in  locating  a  suitable  Japanese 
person  in  the  Boson  area  whose 
command  of  English  was  adequate 
for  the  purpose. 

Through  the  assistance  of  Am- 
bassador   Reischauer    we    located 

Mr.  and  Mrs.  Minoree  Fukushima. 
Mr.  Fukushima — a  graduate  stu- 
dent in  Boston — is  married  to  an 
American  woman  who  has  lived  in 
Japan  herself  for  many  years.  They 
proved  to  be  admirably  suited  to 
this  rather  difficult  task.  Together 
they  listened  to  the  Perkins  film  a 
number  of  times  and  followed  the 
written  script.  When  a  Japanese 
script  was  prepared,  Mr.  Fuku- 
shima read  it  over  several  times  on 
the  Perkins  campus  while  the  film 
was  being  displayed.  When  he  felt 
he  was  ready,  he  accompanied  his 
wife  to  the  studios  as  Campbell 
Films  in  Saxtons  River,  Vermont, 
where  the  final  job  of  dubbing  in 
the  new  script  was  completed. 

The  film  with  the  Japanese 
sound-track  was  taken  to  Japan  by 
the  Director  early  in  March  for  dis- 
play in  Tokyo,  Yokohama,  Osaka 
and  Fukuoka,  and  on  the  Japanese 
Educational  TV  Circuit.  It  has  been 
left  in  Japan  for  future  use. 

Mr.  and  Mrs. 
Fukushima  narrating 
the  Japanese  track 
for  Children  of  fhe 
Sllenf  Nighf. 


Yoko  Miki,  a  member  of 
this  year's  training  class 
"for  teachers  of  deaf-blind 
children  serves  tea  Japa- 
nese style  during  Interna- 
tional Week,  January   1965. 

Anna  Lan,  from  Vietnam,  and 
Carol  Jean  Brown,  look  at  the 
Swedish  exhibit.     > 

Folk  singer  Ray  Tong  was  a  guest 
performer  at  the  Hootenan^ny. 


an  important  part  of  the  Perkins 
year.  In  January  a  Faculty  Com- 
mittee headed  by  Jules  Cote  ar- 
ranged elaborate  exhibits  in  the 
museum  portraying  India,  Germany, 
Malaysia,  Denmark,  Japan,  Sweden 
and  England.  National  dishes  were 
included  in  the  week's  menus  and 
our  overseas  friends  gave  talks  in 
Chapel.  One  evening  our  pupils  en- 
tertained their  overseas  guests  to  an 
American-style  Hootenanny,  and 
on  another  they  joined  with  them 
in  their  national  songs  and  dances. 




THE  TWO  COMMON  DEVICES  used  to  write 
braille  are  the  braille  writer  and  the  slate  and 

The  braille  writer  is  similar  in  design  to  a  type- 
writer, and  the  model  made  by  the  Howe  Press 
known  as  the  Perkins  Brailler  is  widely  used  through- 
out the  world. 

The  slate  is  simpler  and  less  expensive.  It  consists 
of  a  hinged  paper  holder  with  perforatives  through 
which  a  pointed  stylus  is  inserted  to  produce  the 
raised  dots  of  the  braille  system.  The  slate  is 
slower  to  use  than  the  braille  writer  but  lighter 
and  most  models  can  be  carried  in  the  pocket.  The 
Howe  Press  produces  a  wide  variety  of  both  slates 
and  stylus. 

Long-time  Howe  Press  employee 
Alec  Sinclair  has  contributed 
greatly  to  the  design  and 
production  of  slates. 





Board  sla+e 

Easy-read  slate 
Pocket  slate 

Dymo  tape  slate 
Playing  card  slate 

^     V*     •on 

Styli  and  erasers 





IN  February  1965  Miss  Catherine 
Campbell  Sinclair  completes 
twenty-five  years  of  continuous  em- 
ployment at  Perkins. 

Miss  Sinclair,  whose  name  alone 
almost  proves  that  she  was  born  in 
Scotland,  came  to  the  Workshop  in 
South  Boston  in  February  1940 
where  she  was  in  charge  of  the 
sewing  machines  and  the  cutting 

In  1952,  when  the  Workshop 
was  closed,  she  moved  to  the  Wa- 
tertown  campus  and  became  assist- 
ant housemother  in  Potter  Cottage. 
Promoted  a  year  later  to  House- 
mother, she  has  served  in  that 
capacity  ever  since,  earning  the 
respect  and  affection  of  a  large 
number  of  boys  who  have  passed 
through  her  care. 

Miss  Sinclair  is  the  sister  of  Alec 
Sinclair  mentioned  elsewhere  in  the 
Lantern  in  connection  with  the 
manufacture  of  slates  and  styluses 
at  the  Howe  Press. 


THIS  YEAR  we  are  happy  to  have 
with  us  in  our  Department  for 
Deaf-Blind  Children  Mr.  Frederick 
J.  Dale  of  the  staff  of  the  Condover 
Hall  School  for  Blind  Children  with 
Additional  Handicaps,  located  near 
Shrewsbury  in  England. 

Mr.  Dale,  who  is  a  graduate  of 
Victoria  University  in  Manchester, 
England,  ha-s  had  wide  experience 
in  teaching  the  deaf  and  the  deaf- 
blind,  and  brings  to  our  Depart- 
ment interesting  new  insights  based 
on  the  inevitable  differences  of  ap- 
proach found  in  different  countries. 

Mr.  Dale,  who  has  left  a  wife 
and  two  sons  behind  him  in  Shrews- 
bury, has  thrown  himself  whole- 
heartedly into  the  program  at  Per- 
kins. In  addition,  last  November 
he  traveled  with  Mr.  Hoff  to  San 
Francisco,  California,  to  attend  the 
annual  Convention  of  the  Ameri- 
can Speech  and  Hearing  Associa- 

Perkins  has  sent  to  Condover 
Hall  Mr.  Lewis  Huffman,  accom- 
panied by  his  wife.  The  exchange 
arrangement  is  for  the  school  year 
1964-1965  and  both  teachers  will 
return  to  their  own  Schools  next 
September.  We  believe  our  pro- 
gram will  have  been  enriched  by 
having  Mr.  Dale  with  us,  and  are 
confident  that  in  return  Mr.  Huff- 
man has  made  a  valuable  contribu- 
tion to  Condover  Hall. 

Exchange  teacher,  Frederick  Dale,  work- 
ing with  Stephana  Crouch  in  the  Deaf- 
Blind  Department. 


Mrs.  Sina  Waterhouse  talks 
things  over  with  two 
kindergartners  during  a 
Valentine  party  at  the 
Director's  House. 


ACCORDING  to  THE  SEER  of  De- 
.  cember  1964,  Genevieve  Caul- 
field,  a  former  student  at  Perkins 
whose  work  in  the  Far  East  won 
her  the  Presidential  Freedom 
Award,  also  received  a  Papal 
honor,  the  Pro  Ecclesia  Et  Ponti- 
fice  Medal, 

This  Award  was  presented  to  her 
early  in  the  summer  of  1964  in 
Washington,  D.  C.  at  the  Alumni 
Reunion  of  Trinity  College.  Miss 
Caulfield,  a  member  of  the  Trinity 
Class  of  1914,  was  given  an  Hon- 
orary Doctor  of  Letters  Degree  by 
the  College  at  Commencement  ex- 
ercises where  she  was  cited  as  a 
"loyal  daughter  of  Trinity  College, 
distinguished  educator  of  the  blind, 
eminent  bearer  of  peace  and  under- 

standing   through    services    in    the 
Far  East,  valiant  woman." 




THE  Howe  Press  for  many  years 
has  been  embossing  music, 
nearly  always  of  a  classical  and 
serious  vein,  to  be  used  by  the  Mu- 
sic Department  at  Perkins  and  for 
distribution  to  others  who  might 
have  need  of  it. 

Within  the  last  few  weeks  the 
Press  has  published  a  book  of  a 
different  type,  entitled  AMPCO 
This  book,  embossed  in  three  vol- 
umes, gives  instructions  in  the  use 
of  the  accordion,  an  instrument 
which,  in  these  days  of  Hootenan- 
nies,  will  undoubtedly  prove  popu- 
lar beyond  the  Perkins  campus. 

Through  the  kmdness  of  M.  A. 
Nicolle,  the  Secretary  General 
of  Amitie  Des  Aveugles  De 
France,  who  with  Madame  Ni- 
colle visited  Perldns  last  Au- 
gust, Perkins  recently  received  a 
bust  of  Louis  Braille,  the  in- 
ventor of  the  system  of  reading 
and  writing  for  the  blind  which 
bears  his  name. 



BOTH  of  our  motion  pictures  continue  to  be  used  in  all  parts  of  the 
country  for  a  wide  variety  of  purposes  and  before  many  different 
types  of  audiences.  They  are  used  for  teaching,  informing,  discussions 
and  entertainment.  They  are  used  by  schools  from  grade  school  through 
college,  by  service  clubs,  women's  clubs,  P.T.A.,  medical  and  church 
groups  and  many  professional  agencies  working  with  the  blind. 

During  the  past  year  both  films  have  been  used  widely  by  nursing 
schools.  It  is  probably  safe  to  say  that  fifty  percent  of  all  nurses  in  train- 
ing in  this  country  have  seen  our  film.  Some  of  the  comments  are  inter- 

The  Perkins  Story 

"Very  good  teaching  film — will  plan  to  use  each  term." 

University  of  Oregon  School  of  Nursing,  Portland,  Oregon 

"Film  was  excellent  in  illustrating  the  ways  and  means  of  developing  the  po- 
tential abilities  of  the  exceptional  child." 

Catherine  Laboure  School  of  Nursing,  Lowell,  Mass. 

"Worthwhile — it  gave  the  students  many  new  insights  and  understandings  in 
the  problems  of  the  blind  child." 

Columbia  University  Dept,  of  Nursing,  New  York,  N,  Y. 

Children  of  the  Silent  Night 

"Very  enlightening — enabled  the  nursing  students  to  realize  the  problems  of 
multiple  handicapped  children." 

Miseracordia  Hospital  School  of  Nursing,  Philadelphia,  Penna. 

"Excellent  supplement  to  lecture  and  discussion  on  handicapped  children." 

Jewish  Hospital  School  of  Nursing,  Brooklyn,  N.  Y, 

"Appropriate  film  to  follow  class  lectures  on  visual  and  auditory  problems  in 
children.  .  .  .  This  film  provides  experience.  We  appreciate  the  sensitivity  and 
concern  shown  for  the  needs  of  the  children." 

College  of  Nursing,  University  of  Hawaii,  Honolulu,  Hawaii 

"Helped  our  personnel  who  work  with  the  blind  and  deaf." 

Sonoma  State  Hospital,  Eldridge,  California 

We  want  our  films  to  be  seen  as  widely  as 
possible.  If  your  group  or  organization 
would  like  to  show  them  they  are  available 
without  charge  except  for  return  postage. 


Please  send 
requests  direct  to 
Saxtons  River,  Vt. 



VOL.  XXXIV,  NO.  4 

JUNE  1965 



John   Baker  lets  his  fingers 
substitute     for      his      eyes. 

Table  of  Contents 

The  Industrial  Arts  Program    3 

Industrial  Arts  in  Pictures 8 

Editorial— Do  We  Face  a  RUBELLA  WAVE?   12 

The  Educator    18 

Mike  Douglas  Presents    19 

Annual  Report    20 

Perkins   Portrait    21 

On  and  Off  the  Campus 22 

Bequest  Form    24 

The  beautiful  Sugar  Maples  on 
the  campus  provide  syrup  which 
produces    excellent    maple    sugar. 


by  Benjamin  F.  Smith,  Principal 

ONE  of  the  most  important  parts 
of  the  Perkins  curriculum  is 
that  developed  in  the  industrial  arts 
department.  This  is  because  of  the 
vital  importance  to  blind  children 
for  training  the  hands.  To  begin 
with,  there  are  so  many  occasions 
in  the  life  of  a  blind  person  when 
hands  must  substitute  for  eyes  in 
bringing  meaningful  information  to 
the  mind  that  we  seriously  handi- 
cap our  blind  child  if  we  fail  to  do 
our  utmost  to  provide  him  with 
well-disciplined,  sensitive,  and  dis- 
criminating hands.  The  industrial 
arts  program,  of  course,  carries  a 
major  responsibility  for  providing 
these  knowing  hands.  Its  emphasis 
upon  both  gross  manual  coordina- 
tion and  more  intricate  finger  dex- 
terity conveyed  through  crafts,  shop 
tools  for  boys,  sewing  and  weaving 
and  knitting  for  girls,  ceramics, 
hand  caning  and  a  variety  of  other 
hand  exercises  meets  this  challenge. 
Capable,  well-trained  hands  are 
important  to  blind  children  for  an- 
other reason.  As  blind  adults,  and 
the  heads  of  families  and  house- 
holds, many  of  them  will  be  called 
upon,  just  as  seeing  adults  are,  to 
repair  the  baby's  crib,  mend  the 
children's  broken  toys,  help  lay  a 

rug,  reset  a  broken  pane  of  glass, 
replace  washers  in  a  faucet,  sand 
down  the  edge  of  a  sticking  door, 
or  perhaps  make  a  few  new  shelves 
for  a  playroom.  All  of  these  little 
tasks  require  able,  experienced 
hands.  The  ability  to  perform  them 
successfully  will  not  only  bring  to 
the  blind  adult  a  feeling  of  pride 
and  self-confidence,  but  will  also 
earn  him  the  respect  of  his  family 
and  friends.  A  strong  industrial  arts 
program  with  its  emphasis  on  home 
mechanics  and  the  proper  use  of 
hand  tools,  and  the  manual  dexter- 
ity imparted  through  a  variety  of 
crafts,  therefore,  can  be  very  sig- 
nificant to  the  blind  child. 

There  is  still  another,  perhaps 
even  more  compelling,  reason  un- 
derlying the  importance  of  indus- 
trial arts  for  blind  children.  A  num- 
ber of  blind  children  have  both  the 
abiHty  and  the  inclination  to  under- 
take college  careers  and  enter  the 
professions  or  business.  Many, 
many  more,  however,  do  not  pos- 
sess this  type  of  abih'ty,  but  instead 
must  seek  vocational  careers  in  in- 
dustry, in  factory  or  as  skilled 
artisan  where  the  hands  will  play 
the  leading  role.  The  pre-vocational 
hand  training  of  the  industrial  arts 

program  is  imperative  for  these 
students.  The  entire  range  of  indus- 
trial arts  skills  from  simple  crafts, 
through  hand  caning,  to  the  use  of 
a  large  variety  of  power  tools  and 
machines  contribute  to  this  end. 
The  piano  tuning  course  at  Perkins, 
in  fact,  provides  a  complete  voca- 
tional training  based  upon  skillful 

Industrial  Arts  is  an  essential 
part  of  the  general  educational  pro- 
gram which  provides  opportunities 
in  natural  situations  conducive  to 
creative  thinking  and  problem  solv- 
ing as  they  relate  to  our  funda- 
mental industries  and  the  demo- 
cratic way  of  life.  Experiences  are 
provided  which  will  prepare  the  in- 
dividual, through  knowledges,  skills, 
and  attitudes,  to  become  a  more 
useful  member  of  home  and  com- 

The   Elementary  School 

On  this  level  the  Industrial  Arts 
Program  offers  a  great  variety  of 
activities  to  accommodate  a  wide 
range  of  student  ability.  The  devel- 
opment of  finger  and  hand  co- 
ordination is  very  important  at  this 
level  as  is  a  familiarization  with 
materials.  The  articles  used,  to 
mention  a  few,  are  snap  blocks, 
tinker  toys,  plastic  bricks,  crayons, 
stick  and  bead  mats  and  finger 
chains.  In  grade  2  knitting  is  begun, 
with  short  projects  introduced  oc- 
casionally to  give  the  student  a 
change.  Simple  leather  work  is 
introduced  here,  such  as  link  belts 
and  whip  stitch  lacing.  In  grade  3 
more  advanced  knitting  is  done 
with  the  addition  of  tile  bead  work. 
Also  more  difficult  work  is  done 
such  as  braiding  and  hand  weaving. 

Each  child  on  this  elementary 
level  is  encouraged  to  progress  at 
his  own  pace,  according  to  his  own 
ability  and  the  slower  child  is  not 

hurried  but  projects  are  quite  often 
changed  to  fit  his  needs. 

In  grades  4,  5,  and  6  the  In- 
dustrial Arts  Program  is  designed  to 
give  students  two  types  of  experi- 
ences. One  is  project  work  done 
with  a  specific  plan  and  aim  in  the 
mind  of  the  child.  The  child  is  en- 
couraged to  think  out  his  ideas 
realistically,  find  the  best  materials 
and  select  and  use  properly  the 
necessary  tools.  The  second  is  crea- 
tive, spontaneous  expression.  Here 
the  child  has  the  opportunity  to  ex- 
press himself,  usually  with  clay, 
and  obtain  an  evaluation  of  his 
skills,  abilities  and  limitations  in 
concept  and  perception.  In  most 
classes  there  is  an  alternation  be- 
tween assigned  projects  and  proj- 
ects which  students  conceive  them- 

The  Junior  High  School 

Our  boys  and  girls  participate  in 
a  required  Industrial  Arts  Program 
on  the  Junior  High  School  level. 
The  boys'  program  places  emphasis 
on  basic  skills  and  knowledges  in 
Woodwork  and  Metalwork  in  grade 
7,  leading  to  more  advanced  work 
in  these  areas  in  grade  8. 

In  grade  7  the  program  also  of- 
fers work  in  plastics  with  the  cut- 
ting, shaping  and  finishing  of  this 
material.  A  part  of  this  program  is 
assembling  plastic  link  door  mats 
which  are  very  popular  and  in  some 
cases  become  a  vocation  for  the 
student  during  the  summer  recess. 

Caning  begins  for  the  boys  and 
girls  in  grade  7  or  8  with  double 
bottom  seat  weaving  in  various  pat- 
terns. After  completing  this  work 
successfully  the  student  begins  hand 

Pottery  begins  for  the  boys  and 
girls  in  grade  7  with  an  emphasis 
on  good  work  habits  and  an  aware- 
ness of  the  properties  o(  clay  and 
its  potential. 

Industrial  Arts  Activities  at  Perkins 



Pottery  and 
Leather  Work: 
Metal  Work: 




Baskets,  potholders,  braiding,  and  card  weaving. 
Thread  needle,  knotting  thread,  sew  on  buttons,  sim- 
ple hand  stitching  projects. 

Winding  ball  of  yarn,  cast  on  stitches,  simple  knitting 

Figure  modeling,  pinch  pots  making  coils. 

Lacing  key  cases,  comb  cases  and  other  small  projects. 

Wire  jewelry,  copper  foil  projects. 

Finger  painting,   mosaics, 
blocks,  sponge  printing. 

booklets,   puppets,   linoleum 


Woodwork:  Construction  of  coffee  tables,  lamps,  bookcases,  cedar 

chests,   games   and   puzzles,   turned   bowls,   dishes   and 
baseball  bats.  Furniture  refinishing. 

Metal  Work:  Making  hand  hammered  ash  trays,  bowls,  trays.  Form- 
ing wrought  iron   fireplace   tools   and   candle   holders. 

Plastics:  Forming    of    napkin    rings,    napkin    holders    and    pen 

Caning:        ^  Hand  caning  of  chairs. 


Mechanics:        Building  and  repairing  of  model  house. 

Electricity:  Construction  of  code  practice  sets,  receivers  and  prac- 

tice wiring. 


Mechanics:        Removal   and  replacement  of  parts   on  demonstration 
car.  Repair  of  bicycle.  Building  of  car  models. 

Mat  Work:  Making  and  designing  of  plastic  door  mats. 

Ceramics:  Making   of  pinch   pots,    coil   pots   and    dishes,    bowls, 

vases  on  the  wheel. 
Weaving:  Weaving  of  scarves,  table  runners  and  place  mats,  rugs 

and  materials. 
Girls'  Crafts:         Copper  foil  pictures,  tile  dishes,  jewelry,   place   mats, 

and  leather  work. 

Boys'  Crafts:  Copper  foil  pictures,  models,  rug  weaving,  lacing  proj- 

Sewing:  Hand  sewing  of  pillow  cases,  machine  sewing  to  make 

skirts,  blouses  and  dresses. 

Knitting:  Knitting  of  mittens,   slippers,   caps,  and   sweaters. 

The  girls'  program  offers  broad 
experiences  in  Arts  and  Crafts,  Sew- 
ing and  Knitting.  The  Arts  and 
Crafts  program  is  designed  to  fulfill 
the  expressive  and  creative  needs  of 
the  students  while  they  are  gaining 
important  skills  and  knowledges. 

In  Sewing  most  seventh  grade 
girls  finds  themselves  ready  and 
eager  to  start  making  garments  for 
themselves  or  others.  Machine  sew- 
ing begins  after  basic  work  in  pat- 
terns and  material  pinning. 

The  Knitting  program  begins 
with  casting  on  and  gradually  ad- 
vances as  skills  allow  to  knitting 
a  useful  article.  This  area  stresses 
dexterity  of  finger  movement, 
which  is  so  important  in  many 

The  Remedial  Shop  Program 

This  program  is  designed  to  meet 
the  needs  of  students  who  are  as 
yet  unable  to  work  successfully  in 
the  General  Shop  program  due  to 
lack  of  various  handskills  needed 
to  function  with  ease.  With  the 
small  class  groups  it  is  possible  to 
handle  these  students  as  individuals. 
Stimulating  the  imagination  is  most 
essential  to  this  type  of  student. 
This  can  be  done  by  letting  them 
choose  and  design  their  projects. 
The  times  when  a  student  over- 
rates his  own  ability  the  original 
plans  can  usually  be  modified.  This 
group  works  with  papier-mache 
(here  they  can  express  themselves 
by  making  various  animals  and  fig- 
ures), wood,  leather,  plastic,  clay 
(models  in  clay  are  often  used 
when  a  student  wishes  to  express 
special  details  in  a  project  being 
made  with  wood  or  other  ma- 
terials), basket  making,  doormats, 
etc.  Partially  sighted  students  in 
this  group  are  exposed  to  block 
printing,  wood  burning,  carving, 
stenciling,  etc.,  according  to  their 
ability  and  interests.  The  various 
tools   that    are   necessary   in   these 

Mr.    Warren    Stenquist    shows    Chris- 
topher  Peppel   how  to  hold   a    plane. 

projects  are  taught  as  they  are 
needed.  Often  students  function 
well  enough  to  join  the  regular  shop 

This  shop  is  also  concerned  with 
students  on  the  Senior  High  or  Post 
Graduate  level  who  for  one  reason 
or  another  have  had  little  or  no 
attention  given  to  their  handskills 
during  their  early  schooling.  By 
selecting  projects  such  as  furniture 
refinishing,  simple  upholstery,  re- 
pairing or  remodeling  broken  ob- 
jects, the  basic  handskills  can  be 
taught  to  these  more  adult  thinking 

The  Senior  High  Program 

Our  boys  and  girls  may  partici- 
pate in  a  wide  variety  of  Industrial 
Arts  areas  in  the  Senicr  High 

The  boys'  General  Shop  program 
offers  the  advantages  of  a  well 
equipped  Woodworking  and  Metal- 
working  shop  to  further  their  ex- 
periences. The  projects  on  this  level 
become  more  advanced  with  em- 
phasis placed  upon  machine  work. 

Limited  production  type  projects 
are  undertaken  periodically  to  in- 
troduce students  to  the  possibilities 
of  this  field. 

The  Home  Mechanics  Shop  of- 
fers students  experiences  in  work 
about  the  home.  Here  they  learn 
about  simple  repairs  to  plumbing, 
electrical  fixtures,  windows,  doors 
and  many  other  jobs  about  the 
home.  An  advanced  course  in  this 
area  gives  experiences  in  small 
home  construction,  exterior  repairs 
and  maintenance. 

The  Power  Mechanics  program 
gives  students  the  opportunity  to 
study  the  generation,  regulation, 
transmission  and  testing  of  power 
equipment.  Beginning  with  the 
small  gasoline  engine,  which  finds 
so  many  applications  today,  the 
student  advances  to  work  on  the 
complete  automobile. 

The  Electricity  program  offers 
experiences  ranging  from  basic 
theory  and  application  to  an  ad- 
vanced course  which  deals  with 
modern  electronics,  emphasizing 
the  study  of  transistors. 

The  girls'  Sewing  program  gives 
attention  to  more  advanced  tech- 
niques, acquiring  a  good  working 
knowledge  of  simple  construction 
and  alterations.  An  important  part 
of  this  program  is  the  yearly  Fash- 
ion Show  at  which  time  each  girl 
who  has  completed  a  suitable  gar- 
ment models  it. 

The  Knitting  program  teaches 
advanced  skills  in  this  area  which 
can  be  so  important  in  filling  the 
gaps  in  idle  moments  at  home  or 
away.  Sweaters,  mittens,  scarves 
and  hats  are  but  a  few  of  the  use- 
ful articles  produced  on  this  level. 

The  Senior  High  Arts  and  Crafts 
program  is  prepared  to  help  stu- 
dents realize  their  creative  ability 
and    develop    ideas    and    skills    in 

handwork.  Many  areas  of  work  are 
available  to  the  student  such  as 
graphics,  leather,  sculpture,  beads, 
holiday  decorations,  plastics,  de- 
sign, kit  and  assembly  work,  bas- 
ketry and  weaving. 

The  Senior  High  Caning  pro- 
gram gives  training  in  the  more  ad- 
vanced forms  of  seat  weaving. 
After  showing  ability  to  cane  in  a 
craftsmanlike  way  on  practice 
frames  a  student  is  given  work  on 
customer  chairs.  The  girls  usually 
stop  after  this  phase  of  the  work 
as  the  next  type  of  work,  rush  seat- 
ing, generally  proves  difficult  for 

The  Ceramics  program  is  offered 
to  both  boys  and  girls  on  the  Senior 
High  level,  advancing  to  "throw- 
ing" on  the  wheel.  If  the  student 
desires  he  may  decorate  his  project 
with  colored  slip.  Good  work  habits 
and  an  awareness  of  the  properties 
of  clay  are  stressed. 

The  Industrial  Arts  Certificate 

Each  student  in  the  Junior  and 
Senior  High  School  Industrial  Arts 
Program  has  a  set  of  "Industrial 
Arts  Skills  Check  List"  forms  as- 
signed to  him.  These  are  kept  by 
the  individual  instructors,  giving  a 
complete  record  of  each  student's 
work  and  an  evaluation  of  his  abil- 
ity to  qualify  for  an  Industrial  Arts 
Certificate.  The  awarding  of  an  In- 
dustrial Arts  Certificate  is  based 
upon,  first,  completion  of  four 
courses  satisfactorily  before  reach- 
ing the  end  of  the  10th  grade.  Sec- 
ondly, the  student  is  required  to  se- 
lect an  area  of  specialization  for 
the  11th  and  12th  grades.  This  se- 
lection is  based  upon  student  inter- 
est, aptitude,  ability  and  the  recom- 
mendation of  the  instructors. 



At  Perkins 



Finger-painting  opens  up  worlds  of 
creative  possibilities  for  young  experi- 
menting   hands.    This    is    Michele    Torpey. 

Left — Russell  Deming  and  Mark 
Biier  hammer  copper  into 
attractively        shaped        bowls. 

Below — Lois     Bromley 
learns    to    knit    early. 



Beatrice  Brown  molds 
a  puppet  head,  with 
obvious     satisfaction. 

Mrs.  Virginia  Coonnbs 
shows  Danny  Murphy 
and  the  Palano  Twins 
how  to  weave   a   basket. 


Above — Candice  Gernrich  drives  home  a 
nail  under  the  watchful  eye  of  Ann  Mc- 
Donnell (Teacher-Trainee).  Left — Russell 
Denning  uses  an  embossed  ruler  and  (be- 
low) Larry  Johnson  weaves  a  small  basket. 


Continued  on  page  14 



Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


Do  We  Face  a  RUBELLA  WAVE? 

AMONG  the  American  educators  of  blind  children  the  1950s  will  always 
be  remembered  as  the  decade  when  the  RETROLENTAL  WAVE 
was  at  its  peak.  Several  thousand  prematurely-born  babies  lost  their  sight 
before  the  practice  of  administering  excessive  doses  of  oxygen  was  dis- 
continued. These  children  flooded  our  schools.  Many  are  still  with  us,  but 
few  new  ones  have  entered  our  School  in  recent  years.  Our  kindergarten, 
which  reached  a  peak  of  fifty-two  in  1952,  was  reduced  to  9  by  1960,  by 
which  time  the  wave  was  clearly  receding. 

On  the  whole  the  educational  systems  of  the  United  States  proved 
equal  to  this  enormous  task.  Now,  however,  we  face  a  new  and  perhaps 
a  more  serious  problem  which  we  may  not  be  able  to  meet  nearly  as  well. 
There  are  signs  of  an  approaching  RUBELLA  WAVE.  Rubella  children 
are  girls  and  boys  whose  mothers  contracted  German  Measles  (Rubella) 
during  the  early  weeks  of  their  pregnancy.  These  babies  are  not  always 
hurt  as  a  result,  but  many  are  born  with  serious  defects  including  deafness 
and  blindness  together,  and  frequently  with  varying  degrees  of  mental 

At  Perkins  we  have  had  Rubella  children  in  our  Deaf-Blind  Department 
during  recent  decades.  Many  of  our  present  enrollment  are  among  them. 
Usually  these  children  have  some  vision  and  some  hearing.  Frequently 


they  seem  to  lack  initiative.  Some  are  definitely  slow  learners,  but  among 
our  present  group  is  one  of  our  brightest  pupils. 

A  German  Measles  epidemic  in  England  in  1962  resulted  in  the  birth 
of  large  numbers  of  severely  handicapped  children.  Smaller  epidemics 
have  also  occurred  recently  in  various  American  States,  including  Massa- 
chusetts. Probably  no  country  is  immune  from  the  danger. 

Unfortunately  no  country,  including  the  United  States,  seems  to  be 
properly  prepared  to  educate  even  moderate  increases  in  the  numbers  of 
deaf-blind  children.  Many  have  no  facilities  whatever.  In  the  United 
States  we  are  still  not  educating  all  the  deaf-blind  children  who  could 
profit  by  it. 

At  Perkins  we  face  an  uncertain  future  with  concern.  The  spectacular 
growth  of  our  Deaf-Blind  Department  between  1955  and  1960 — during 
which  the  number  of  pupils  enrolled  grew  from  six  to  32 — has  slowed 
down.  Nor  has  this  growth  been  paralleled  elsewhere.  The  main  reason 
is  the  shortage  of  trained  instructors.  The  program  for  training  teachers 
of  deaf-blind  children,  organized  jointly  by  Boston  University  and  Perkins, 
is  still  the  only  one  in  existence. 

Another  reason,  of  course,  is  public  apathy.  There  is  some  evidence 
that  awareness  of  this  problem  is  growing,  but  it  seems  unlikely  that  such 
awareness  will  result  in  the  training  of  sufficient  staff  by  the  time  they  are 
needed.  The  RUBELLA  WAVE  could  prove  far  more  disastrous  than 
its  recent  predecessor. 


Edward  J.  Waterhouse,  Director 

Since  this  Editorial  was  written,  the  New  York  Times  for  Sun- 
day, April  25,  1965,  reported  that  an  epidemic  of  rubella  struck  the 
East  Coast  region  of  the  United  States  in  the  summer  of  1964.  The 
babies  affected  by  the  outbreak  have  not  yet  been  born. 

According  to  the  Times,  an  estimated  two  million  women  were 
exposed  who  were  in  the  first  three  months  of  pregnancy.  Of  these, 
17.5%,  or  three  hundred  and  fifty  thousand,  would  not  have  been 
immune  to  the  disease.  Twenty  per  cent  of  their  babies — or  possi- 
bly seventy  thousand — might  be  affected.  No  estimate  was  made 
concerning  the  percentage  whose  hearing  and/or  sight  would  be 


(Industrial  Arts 
In  Pictures,  cont. 
•fronn     page     I  I  ) 

Above — Mrs.  Margaret  Erdman  helps  Jackie  Conti  with  his 
cut-outs.  Below — Mr.  Walter  Carr  instructs  Donna  Le  Piors, 
one    of    our    deaf-blind    pupils,    in    the    caning    of    a    chair. 




Mrs.    Cathryn    Souza    helps    Kath- 
leen Grande  to  build  a  bird  house. 

John  Mclntyre  shown  at  his 
loonn  (above)  and  with  Mr. 
Julian  Green  (at  right) 
works  on  table-leg  attachments. 

Mr.  Thomas  Thatcher  gives 
ceramics  instructions  to  Teddy 
Filteau     and     Barry     Uphold. 


Above — The  Massachusetts  Charitable  Mechanic  Association  of  Boston 
makes  donations  of  Industrial  Arts  Equipment  to  schools.  Perkins  recently 
received  a  generous  gift  of  tools  and  benches.  Officers  of  the  Association 
visited  the  school  to  see  the  use  being  made  of  their  generosity.  Mr.  Wil- 
liam C.  Noel,  Vice  President,  Mr.  George  Laing,  Barry  Uphold,  Mr.  Willliam 
Howat,  Head  of  Industrial  Arts  Department  and  Mr.  Verdie  A.  Dodds. 
Right — Paul  Nadeau  with  Mr.  Stenquist  at  a  wood-turning  lathe  wears 
safety  glasses  required  by  Mass.  Laws.  Below — Mr.  Howat  and  one  of  his 
v/oodworking    classes.    Braille    text-books    are    basic    sources    of    information. 




\\  ■ 

Left — Mrs.  Ruby  Hillman  helps  Susan  Wehr  make 
a    suit.    Right — Geraldine    Conley    bastes    a    suit. 


The  third  issue  of  The  Educator,  the  semi-yearly  publication  of  the 
International  Conference  of  Educators  of  Blind  Youth,  is  being  mailed 
out  to  subscribers  this  month.  Edited  by  Mrs.  Dorina  de  Gouvea  Nowill 
of  Sao  Paulo,  Brazil,  it  contains  articles  dealing  with  the  theme  "The 
Integration  of  the  Blind  in  the  Community."  Contents: 

The  Role  of  Family  in  Developing  Independence  in  the  Blind  Child 
— Ruth  Kaarlela 

A  Discussion  of  the  Integrated  or  Resource  Plan  for  Education  of  the 
Handicapped — Stanley  E.  Bourgeault 

Reactions  and  Observations  of  a  Teacher  of  Visually-Handicapped  Chil- 
dren— Pauline  S.  Washington 

Development  of  Self  Concept  in  Blind  Children — Carl  J.  Davis 

A  Personal  Adjustment  and  Orientation  Program  for  Children — Harold 

The  subscription  price  for  The  Educator  is  one  United  States  dollar, 
postpaid.  This  includes  the  three  numbers  issued  to  date  and  all  others 
that  will  appear  prior  to  the  Conference  at  Perkins  in  1967.  Persons 
wishing  to  subscribe  are  invited  to  send  in  the  subscription  price. 


Mike  Douglas 


Some  Perkins 

Deaf-Blind  Children 

THE  Mike  Douglas  show,  a  pop- 
ular network  television  enter- 
tainment which  normally  goes  on 
the  air  from  Cleveland,  came  to 
Boston  recently  to  participate  in 
the  opening  ceremonies  of  the  War 
Memorial  Auditorium  in  the  new 
Prudential  Center  in  the  Back  Bay. 
Mike  Douglas  invited  Perkins  to 
participate  in  one  of  his  perform- 
ances and  came  out  to  the  School 
with  some  of  his  staff  to  work  out 
the  details.  After  seeing  a  variety 
of  our  activities,  he  decided  to  pre- 
sent some  of  our  deaf-blind  chil- 
dren. So  on  March  10,  for  approx- 
imately twenty  minutes  he  talked 
on  the  air  with  Gayle  Sabonaitis 
and  Debbie  Brummett,  who  were 
accompanied  by  Mr.  Hoff,  Mrs. 
Vivian  and  Mr.  Cyphers  of  the 
Deaf-Blind  Department  Staff. 

Gayle,  who  will  receive  her  high 
school  diploma  in  June  1966, 
talked  freely  and  intelligibly  with 
Mr.  Douglas.  When  asked  what  her 
opinion  was  of  Perkins,  she  replied 
that  she  liked  it  very  much,  but 
considered  that  it  was  "too  tradi- 
tional." She  explained  that  at  Perkins 
they  do  not  teach  "public  speaking" 
which  she  would  like  to  study. 
Many  of  our  listeners  were  de- 
lighted with  the  way  in  which  our 
teachers  on  the  stage  accepted  this 
show  of  independence  with  pleas- 
ure. In  fact  it  is  a  matter  of  great 
pride  to  the  Department  that  our 
deaf-blind   children   do   acquire   an 

Mike  Douglas  talks  with  Deborah 
Brummett  as  Mrs.  Rose  Vivian 
and    Mr.   Ronald   Cyphers   look  on. 

extraordinarily  high  degree  of  inde- 
pendent thinking.  When  it  is  real- 
ized that  everything  which  a  deaf- 
blind  child  receives  by  way  of 
information  or  education  has  to  be 
filtered  through  the  minds  of  oth- 
ers, the  acquisition  of  independence 
is  a  most  desirable  accomplishment. 

Debbie  Brummett  also  charmed 
the  listeners,  many  of  whom  are 
familiar  with  her  as  the  chief  char- 
acter in  our  film.  Children  of  the 
Silent  Nighty  taken  four  years  ago. 
They  noted  the  fine  growth  which 
Debbie  has  made,  and  some  of 
them  commented  on  the  large 
amount  of  hard  work  and  affection 
which  must  have  gone  into  her  ed- 
ucation to  bring  her  to  her  present 
high  level  of  communication. 

Perkins  is  grateful  for  the  op- 
portunity which  Mike  Douglas  gave 
our  children  to  appear  before  large 
audiences  all  over  the  United 
States.  A  kinescope  of  this  portion 
of  his  Show,  which  is  approxi- 
mately twenty  minutes  in  length, 
has  been  obtained  by  Perkins  and 
will  be  available  for  showings  by 
schools,  clubs  and  other  groups.  It 
will,  however,  not  be  available  for 
television  showings  without  special 


One  Hundred  and 

Thirty-Third  Annual 


THE  133rd  Annual  Report, 
dealing  with  the  school  year 
1963-1964  has  now  been  distrib- 
uted widely. 

In  view  of  the  fact  that  the 
United  Press  International  circu- 
lated an  extract  from  the  Director's 
Report  which,  while  accurate  was 
incomplete,  we  are  reprinting  here 
portions  of  a  section  which  dealt 
with  children  transferred  from  pub- 
lic schools. 

".  .  .  It  is  the  quality  of  the 
pupil  coming  to  us  in  this  way  that 
gives  us  considerable  concern.  Al- 
together too  many  of  these  children 
have  not  been  well  prepared  in 
their  public-school  program.  It  is 
common  for  them  to  be  retarded 
seriously  in  their  academic  work  as 
compared  with  pupils  already  en- 
rolled at  Perkins.  Socially,  too,  they 
seem  to  be  even  more  seriously 
lacking.  A  number  of  them  have 
come  to  us  without  any  conception 
of  what  their  capacity  might  be. 
Challenged  by  other  blind  children 
and  exposed  to  the  many  services 
which  we  are  able  to  offer,  a  num- 
ber of  them  have  shown  a  remark- 
able change.  Several  boys  and  ^irls 
who  were  drifting  aimlessly  when 
they  entered  Perkins  have  already 
left    us    and    entered    college,    and 

others  like  them  are  moving  in  this 

"While  it  is  most  distasteful  to 
us  to  point  out  these  deficiencies  in 
other  programs,  we  believe  we 
would  be  seriously  lacking  in  our 
responsibilities  if  we  did  not  record 
these  facts. 

''While  a  number  of  communities 
have  proved  that  it  is  possible  to 
provide  excellent  services  for  blind 
children,  this  is  by  no  means  uni- 
versal. Nor  is  it  proven  to  our  satis- 
faction that  every  type  of  blind 
child  can  benefit  from  the  advan- 
tages claimed  for  integrated  educa- 
tion. In  many  cases  rather  than  be- 
coming a  part  of  the  group,  they 
become  seriously  isolated,  both 
from  school  and  community,  and 
forced  upon  their  own  resources 
with  little  to  indicate  to  them  their 
inherent  capabilities. 

"These  children  have  come  to  us 
from  widely  scattered  communi- 
ties. We  have  no  desire  to  point  our 
finger  at  any  particular  State  or 
community,  recognizing  that  the 
task  of  educating  blind  youth  is  a 
challenge  involving  considerable 
difficulties  which  are  often  under- 
estimated when  a  child  is  accepted 
into  a  regular  school  program." 



Our  present  Vice-president,  Sannuel  Cabot, 
Jr.  surveys  his  ancestor  Thomas  Handasyd  Per- 
kins who  was  Vice-president  fronn    1834-1846. 

THOMAS  Handasyd  Perkins,  a  wealthy  Boston  merchant,  was  one  of 
our  original  incorporators  when  in  1829  the  Senate  and  House  of 
Representatives  of  Massachusetts  granted  a  Charter  to  The  New  England 
Asylum  for  the  Blind.  Mr.  Perkins  served  as  Vice  President  of  the  new 
Corporation,  from  1834-1846. 

In  April  1833  Mr.  Perkins  offered  his  home  on  Pearl  Street,  Boston, 
for  the  use  of  the  School,  provided  that  during  the  month  of  May  a 
fund  of  fifty  thousand  dollars  be  raised  by  wealthy  persons  for  its  sup- 
port. This  was  done,  for  Boston  was  already  learning  about  Dr.  Howe's 
School  and  giving  it  support  as  it  has  done  most  generously  ever  since. 

In  1839  the  School  enrollment  had  grown  to  sixty-five  and  the  Perkins 
residence  was  no  longer  adequate.  At  this  time  a  large  hotel,  known  as 
the  Mt.  Washington  House,  in  South  Boston,  came  on  the  market.  To 
obtain  this  property  for  the  school  Mr.  Perkins  allowed  his  Pearl  Street 
estate  to  be  sold.  This  generous  act  was  recognized  by  the  Corporation, 
who  changed  the  name  of  the  School  to  Perkins  Institution  and  Massachu- 
setts Asylum  for  the  Blind. 

In  November  1812,  Mr.  Perkins'  daughter  Eliza  was  married  to  Samuel 
Cabot.  Among  their  descendants  is  Samuel  Cabot,  Jr.  who  has  been  vice 
president  of  the  Corporation  since  1956. 

The  portrait  of  Thomas  Handasyd  Perkins,  which  Mr.  Cabot  is  ex- 
amining, is  a  copy  of  a  painting  by  Gambadella,  the  original  of  which 
hangs  in  the  home  of  Mr.  Samuel  Cabot,  Sr.  This  copy,  which  recently 
came  into  the  possession  of  the  School,  hangs  in  the  Howe  Building 




Kti»>t  Htfai^    Ji;»i(>* 



On  Graduation  Day  the  Perkins 
School  Trustees  honored  Francis  B. 
lerardi,  Perkins  '08.  The  citation 
read  as  follows: 

"Inasmuch  as  FRANCIS  B. 
lERARDI  is  retiring  this  year  as 
Managing  Director  of  the  National 
Braille  Press  which  he  founded  in 
1927,  through  which  he  has  ren- 
dered a  unique  service  to  blind  peo- 
ple throughout  the  United  States, 

"And  whereas  he  has  through 
courage,  imagination  and  incom- 
parable perseverance  provided  all 
his  friends,  both  those  who  see  and 
those  who  are  blind,  with  a  brilliant 
example  of  what  a  man  can  achieve 
in  spite  of  blindness, 

'Therefore  the  Trustees  of  Per- 
kins School  for  the  Blind,  being 
mindful  that  Francis  B.  lerardi  en- 
tered Perkins  in  1901  at  the  age  of 
fifteen,  and  that  he  was  graduated 
in  1908,  remembering  also  that 
in  1916  he  married  Laura  Sterling,  a 
matron  in  the  Perkins  Kindergar- 

ten, are  proud  of  these  associations 
which  he  has  had  with  our  school 
and  being  proud  also  of  the  fine 
record  he  has  made  in  adult  life, 
serving  his  State  well  from  1917- 
1952  at  the  Massachusetts  Division 
of  the  Blind,  and  rising  to  the  first 
rank  of  leadership  in  work  for  the 
blind,  do  on  this  11th  day  of  June, 
1965  at  the  school  in  Watertown, 
award  him  this  CERTIFICATE 


During  March  an  interesting 
Transportation  Exhibit  was  on  dis- 
play in  the  Museum  of  the  Howe 
Building.  Mr.  Frank  Lavine,  the 
Perkins  School  Librarian,  collected 
the  items,  many  of  which  were  on 
loan,  but  some  of  which  were  pre- 
sented to  us.  They  included  models 
of  boats,  trains,  cars,  trucks,  trail- 
ers, farm  equipment  and  airplanes. 

The  largest  exhibit  was  an  eight- 
een-foot fiber-glass  Mercury  sail- 
boat, loaned  by  the  Community 
Boating  Company  of  Boston.  This 
sloop-rigged  boat  had  a  21 -foot 
mast  and  gave  many  of  our  pupils 
their  first  opportunity  to  examine  a 
sailboat  in  detail. 

Other  companies  which  gave  or 
loaned  models  to  the  School  in- 
cluded American  Export,  Isbrandt- 
sen  Lines,  American  Trucking  As- 
sociation, Association  of  American 
Railroads,  Caterpillar  Tractor  Com- 
pany,     Ford      Motor      Company, 

Mr.  Francis  B.  lerardi  in 
the  pressroom  of  the  National 
Braille   Press  which   he  founded. 

French  Line,  Italian  Lines,  Pan 
American  Airways,  Railway  Ex- 
press Agency  and  White  Motor 

Some  model  trains  were  loaned 
by  Mr.  A.  H.  Critchett,  Jr.,  a  Wa- 
tertown  model-train  enthusiast. 


When  the  activities  of  one  of  our 
pupils  are  reported  in  signed  arti- 
cles in  the  Boston  Herald,  Boston 
Traveler  and  the  Boston  Sunday 
Globe,  it  certainly  should  not  be 
overlooked  in  the  Perkins  Lantern. 

Dick  Chapman,  a  senior  at  Per- 
kins, entered  '  the  Fifth  Annual 
Road  Race  from  Lexington  to 
Cambridge  in  observance  of  Greek 
Independence  Day  on  Saturday, 
April  10th. 

Holding  onto  the  elbow  of  Mr. 
Claude  Ellis,  our  Assistant  Princi- 
pal and  Director  of  Athletics,  Dick 
finished  forty-third  out  of  eighty 

Richard  has  been  training  for 
track  this  year  by  running  ten  miles 
once  a  week  and  from  two  to  five 
miles  each  of  the  other  days, 
mainly  on  the  track  in  the  Perkins 

Richard  Chapman,  Perkins  '65 
approaches  the  finish  line  with 
Athletic     Coach     Claude     Ellis. 

Volunteer  Mary  Fawcett  who 
is  a  Junior  at  Wellesley  Col- 
lege,   reads   to    Sheilah   Carroll. 

Claude  Ellis  is  no  newcomer  to 
long-distance  running,  having  par- 
ticipated several  times  in  the  world- 
famous  BAA  Marathon  on  Patriots' 
Day.  This  year  he  finished  110th 
out  of  440  starters,  knocking  about 
six  minutes  off  his  best  previous 

OPEN  HOUSE— 1965 

The  annual  OPEN  HOUSE  at 
Perkins  on  Sunday,  March  28, 
1965,  attracted  a  large  number  of 
visitors  to  the  campus.  A  record 
number  of  parents,  many  of  whom 
brought  other  members  of  their 
families,  came  to  have  luncheon  in 
the  Cottages  with  their  sons  and 

After  the  luncheon  the  families 
were  admitted  to  the  exhibits  and 
displays  half  an  hour  ahead  of  the 
general  public.  Altogether  nearly 
twenty-three  hundred  people  made 
the  tour  of  the  Howe  Building 
which  was  crowded  throughout  the 
afternoon.  Many  of  the  visitors 
had  never  before  been  to  a  school 
for  blind  children  and  were  de- 
lighted to  see  what  good  work  our 
pupils  can  do. 



I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and  existing  under  the  laws  of  the  Common- 
wealth of  Massachusetts,  the  sum  of  dollars  ($  ), 
the  same  to  be  applied  to  the  general  uses  and  purposes  of  said  corporation 
under  the  direction  of  its  Board  of  Trustees;  and  I  do  hereby  direct  that  the 
receipt  of  the  Treasurer  for  the  time  being  of  said  corporation  shall  be  a  suffi- 
cient discharge  to  my  executors  for  the  same. 


The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 

Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109 

Surplus  Braille  Books  Available 

The  Howe  Press  has  available  a  number  of  sets  of  Grade  2  braille 
volumes  which  they  are  happy  to  donate  to  any  Library  or  School  for 
the  Blind  overseas  requesting  them. 

The  titles  are  as  follows: 

TEACHER:  ANNE  SULLIVAN  MACY,  two  volumes,  by  Helen  Keller 
THE  STORY  OF  MY  LIFE,  four  volumes,  by  Helen  Keller 
HELEN  KELLER,  one  volume,  by  Van  Wyck  Brooks 

These  books  will  be  distributed  on  a  first-come/first-serve  basis.  Re- 
quests for  them  should  be  directed  to  the  Director  of  Perkins. 




VOL.  XXXV,  NO.   1 






Jo-Ann  King  of  Adanns, 
Massachusetts,  dennonstrates  a  highly-de- 
veloped   skill    on    the    high-and-low    bar. 

Photo  Credits:  Gerald  McCollum   pg.  23  courtesy 

of    Providence    Journal-Bulletin.    Sailing  pg.    26 

courtesy  of  The  Boston  Globe.  All  others  by  Rob- 
ert M.  Campbell. 

Table  of  Contents 

Physical  Education  at  Perkins 3 

Editorial   18 

Deaf-Blind  Children  Overseas    20 

Leonard  Dowdy  in  Europe   21 

Fall  Schedule    22 

Students  Win  High  Honors 23 

Perkins  Chorus  Records 25 

WAICAO  Antenna    26 

New  Film  on  Braille   27 

Perkins  Sails  on  the  Charles   27 

On  and  Off  the  Campus 28 

Perkins  and  IHB  to  Honor  Anne  Sullivan 32 


A  solid  sterling  silver  charm,  1"  long,  an  exact  detailed  replica  of 
the  Perkins  Tower,  suitable  for  charm  bracelet  or  necklace  is 
available.  This  may  be  obtained  from  Bookkeeping  Department, 
Perkins  School  for  the  Blind.  $3.00  each. 

Physical  Education 
At  Perkins 

PHYSICAL  EDUCATION  is  generally  recognized  as  be- 
ing even  more  important  for  blind  children  than  for 
seeing  ones.  In  this  Lantern  a  series  of  photographs 
shows,  as  pictures  alone  can,  the  comprehensive 
program  of  Physical  Education  which  Perkins  offers 
all  pupils  from  kindergarten  through  high  school, 
including  deaf-blind  girls  and  boys. 










^M-l  y^mSf:        ^-^S^A^*" 

"x^i3st-ii>«£;   ?v.-s  *•«    * 

vS'*     ""'*    >gi,»  S»^   -^         "  ""y 


FREE  PLAY  is  particularly  impor- 
tant to  young  boys  and  girls,  with 
or  without  playground  equipnnent. 

ORGANIZED  CLASSES  in  one  of 
the  three  gymnasia  at  Perkins  or 
on  the  spacious  playgrounds  ad- 
joining the  Cottages  are  all 
planned  with  specific  goals  in 

Miss  Karen  Winzer  of 
Germany,  who  joined 
our  faculty  in  Septem- 
ber 1964,  with  inter- 
mediate-grade girls  in 
the    Lower   School   Gym. 

Mr.  Beal  Pickett  keeps  a 
group  of  boys  on  their 
toes  on  the   playground. 

Mary  T.  Hafey  of  East  Long- 
meadow,  Massachusetts,  exercises 
in    a    Lower    School    Gym    class. 

The  development  of 
stronger  muscles  and 
good  coord  ination 
will  benefit  these  boys 
throughout  their   lives. 

Although  these  pictures  happen  to 
show  boys  only,  girls  are  equally 
active     in     the     Swimming      Pool. 

Few  of  our  facilities  are  more 
popular  or  more  important 
than  our  Swimming  Pool.  Small 
blind  children — and  especially 
those  who  are  deaf-blind — find 
the  water  a  friendly  environ- 
ment in  which  to  splash  and 
duck,  and  eventually  to  swim 
with  strength  and  dive  with 


Bowling  and  roller  skating  are  two  individual  sports  which  blind  girls 
and  boys  can  enjoy  to  the  full.  A  second  gynnnasium  added  to  the 
Upper  School  facilities  recently  is  equipped  with  loud-speakers 
near  each  corner,  whose  nnusic  aids  in  orientation. 


Although  competitive  team  sports  are  harder  to  organize  for  blind 
children,  our  boys  engage  in  a  regular  Inter-Cottage  football  sched- 
ule each  autumn.  The  Wrestling  Squad  competes  on  equal  terms 
with  seeing  competitors,  while  the  Track  Team  meets  seeing  teams 
with  only  slight  modification  of  the  rules. 

To  develop  self-confidence  and 
good  posture,  the  girls  at  Per- 
kins are  instructed  in  a  wide 
variety  of  gynnnastic  activities. 

This  is  Mrs.  Jill  Roy  who  joined  our  facul+y  from  England  recently  using 
the  vibration  technique  to  instruct  deaf-blind  pupil,  Donna  Le  Piors 
of  Michigan.  With  a  trainee  from  the  Sargent  School  of  Physical 
Education,    Boston    University,    she    helps    Donna    balance    on    the    rings. 


Blind  boys  who  are  pre- 
paring to  face  the  physi- 
cal hazards  of  an  adult 
environnnent  recognize  the 
innportance  of  quick  re- 
actions, strong  muscles, 
and  superior  coordination. 


A  well  organized  Physical  Education  program,  consist- 
ently followed  from  kindergarten  through  high  school, 
can    produce    individuals    with    fine    athletic    skills. 






Responsible  for  the  Physical 
Education  program  of  the  en- 
tire School  is  A.  Claude  Ellis, 
Assistant  Principal.  Pupils  par- 
ticipating in  sports  follow  the 
action  by  listening  to  his  run- 
ning connnnentary  broadcast 
over    a    public-address    system. 

Although  the  rules  of  baseball 
are  considerably  modified  at 
Perkins,  the  excitement  of  the 
game  and  the  enthusiasm  of 
the  players  are  unaffected. 
Pitching  here  is  Mr.  David 
Erdman,  Physical  Education  in- 



Every  activity  in  Physical 
Education  requires  lengthy 
and  individual  instruction. 
For  this  reason,  there  are 
six,  •full-tinne  and  fully 
qualified  instructors  of 
Physical  Education  at  Per- 
kins, teaching  under  the  di- 
rection  of  A.  Claude   Ellis, 
Assistant  Principal,  who  was 
formerly  a  Physical   Educa- 
tion instructor  in  the  U.  S. 
Army  in   Korea.   During   the 
School  Year  1964-1965  the 
Physical  Education  Teachers 

Mrs.  Nancy  Battit,  David 
Erdman,  Beal  Pickett,  Mrs. 
Jill  Roy,  Miss  Karen  Winzer 
and  Miss  Carol  A.  Wadell. 
At  the  end  of  the  school 
year  Miss  Wadell  was 
transferred  from  the  De- 
partment to  fill  a  newly 
created  position  as  director 
of  recreational  activities 
for  the  Upper  School. 

Corrective  exercises  are  offered  pupils  of  all  ages. 


Mrs.  Nancy  Battit  gives  correction  exercise  to  Char- 
lotte   L.   Bicknell    of   North   Grafton,    Massachusetts. 

Miss  Carol  A.  Wadell  gives 
instruction  in  First  Aid.  Tra- 
ditionally courses  in  Per- 
sonal Hygiene,  which  in- 
clude First  Aid,  have  been 
included  in  the  Physical 
Education   curriculum. 

The    program   for   training    in    Mobility   was    fully   described    in    the 

Lantern  for  March  1965.  A  limited  number  of  copies  of  this  issue 
can  be  obtained  on  request.  Mention  of  Mobility  is  important  here, 
however,  since  all  the  skills  acquired  in  a  Physical  Education  pro- 
gram come  into  play  when  a  blind  man  or  woman  travels  independ- 
ently. Mrs.  Mary  R.  Seward,  a  graduate  of  the  Boston  College 
Course  in  Peripatology,  works  with  Kathleen  Roach  of  Waltham, 




Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


".   .  .   IN  CORPORE  SANO" 

YOUR  PRAYER  must  be  that  you  may  have  a  sound  mind  in  a  sound 
body."  So  wrote  the  Roman  poet  Juvenal  some  nineteen  cen- 
turies ago.  In  our  time  this  healthy  wish  has  been  distorted  by  many 
thoughtless  School  men  into  the  theory  that  health  of  mind  cannot 
possibly  exist  without  athletic  prowess,  a  theory  which  countless  ail- 
ing or  non-athletic  geniuses  have  disproved  over  and  over  again. 

Yet  for  all  of  us  Juvenal's  desire  is  sound,  and  this  is  particularly 
true  when  one  is  handicapped  by  blindness.  To  lead  an  active  life 
requires  more  strength  and  stamina  if  one  is  blind.  The  constant 
alertness  required  during  the  most  routine  motions  is  tiring.  The  in- 
efficiency that  blindness  causes  in  the  daily  round  calls  for  many  addi- 
tional foot-pounds  of  work.  Large  amounts  of  energy  get  wasted  on 
finding  objects  by  touch  or  making  sure  that  every  inch  of  floor  is 
swept  or  shelf  is  dusted. 

Moreover,  none  seems  so  pitiable  or  so  socially  unacceptable  as 
the  poorly-coordinated  blind  person,  shuffling  along  with  poor  pos- 
ture and  awkward  gait.  One  of  the  best  defenses  a  blind  person  can 
have  against  the  dead  weight  of  pity  is  a  straight  back,  a  head  well 
poised,  a  firm  step  and  graceful  normal  motion. 


For  these  reasons  Perkins  gives  much  attention  to  the  Physical  Ed- 
ucation program  described  in  this  issue  of  the  Lantern.  Not  only  a 
sound  mind,  but  a  happy  heart  thrives  better  when  the  body  is  sound. 

Edward  J.  Waterhouse,  Director 


Deaf-Blind  Children 

PERKINS  is  becoming  increas- 
ingly involved  in  the  education 
of  deaf-blind  children  in  widely- 
scattered  parts  of  the  world. 

In  March  the  Director  returned 
to  Tokyo  where  interest  in  the 
deaf-blind  has  been  growing  in  re- 
cent years.  He  took  with  him  a 
copy  of  the  Perkins  film,  Children 
of  the  Silent  Night,  with  a  Japanese 
sound  track.  Much  interest  in  this 
film  was  shown  by  officials  of  the 
National  Ministry  of  Education  and 
members  of  the  Federal  Diet,  in- 
cluding Mr.  Michita  Sakata,  the 
Chairman  of  the  Education  Com- 
mittee of  the  Liberal  Democratic 

The  Director  also  traveled  to  the 
town  of  Yamanashi  in  the  shadow 
of  Mt.  Fuji  where  three  deaf-blind 
pupils  are  being  educated  in  the 
Prefectural  School  for  the  Blind. 
Here  the  film  was  shown  to  Prefec- 
tural officials  and  members  of  the 
Prefectural  Diet.  As  a  result  of  this 
visit  government  officials  decided 
to  continue  this  class  for  the  deaf- 
blind  which  was  scheduled  for  clos- 
ing immediately  because  two  of  the 
pupils  had  reached  school-leaving 

Arrangements  have  been  made 
for  Miss  Sadako  Imamura,  whose 
father  heads  the  Yokohama  Chris- 
tian School  for  the  Blind,  to  spend 
this  autumn  and  winter  in  our 
Deaf-Blind  Department  studying 
our  evaluation  techniques.  Miss 
Imamura  is  a  graduate  of  the  Per- 
kins-Harvard Teacher  Training  pro- 
gram and  for  several  years  was 
engaged  in  research  at  Harvard 

It  is  expected  that  during  the 
summer  of  1966  members  of  the 
Perkins   staff  will  travel  to  Japan 

to  assist  in  the  evaluation  of  deaf- 
blind  children  there. 


Tw^o  YEARS  AGO  Pcrkins  admitted 
Miss  Beryl  Payne  of  South  Aus- 
tralia, and  Mr.  Albert  R.  Reynolds 
of  Victoria,  Australia,  into  its  pro- 
gram for  training  teachers  of  the 
deaf-blind.  This  September  we  are 
enrolling  Miss  Patricia  J.  Darnley 
and  Miss  Roslyn  C.  Jonas  from 
Sydney,  New  South  Wales  into  this 
same  program.  It  is  expected  that 
in  September  1966  we  will  be  en- 
rolling some  trainees  from  New 

In  1963  Mr.  Jan  van  Dijk,  who 
heads  a  new  Department  for  the 
Deaf-Blind  at  a  fine  school  for  the 
deaf  at  Saint  Michielsgestel,  The 
Netherlands,  was  enrolled  in  this 
same  program. 

International  Seminar 
in  Denmark 

DURING  July  twelve  of  the  Per- 
kins staff  attended  the  Second 
International  Seminar  on  the  Edu- 
cation of  the  Deaf-Blind  which  was 
held  at  a  school  for  the  blind  in  the 
small  town  of  Refsnes,  near  Kalund- 
borg  in  Denmark. 

The  first  of  these  seminars  was 
held  at  the  Condover  Hall  School 
for  Blind  Children  with  Additional 
Handicaps  near  Shrewsbury  in  Eng- 
land three  years  ago.  Since  that 
time  rapid  strides  have  been  made 
in  programs  for  the  blind  in  Nor- 
way and  the  Netherlands,  while  the 
delegates  from  Condover  and  Per- 
kins were  able  to  report  significant 
(Continued  on  page  22) 


Leonard  Dowdy  in 

AMONG  the  more  successful  grad- 
.  uates  of  our  Deaf-Blind  De- 
partment is  Leonard  Dowdy  who 
was  at  our  School  from  1932  to 
1948.  Leonard  is  fully  employed  in 
a  factory,  and  travels  to  work  daily 
on  the  bus,  unaided.  He  is  an  en- 
tirely independent,  self-supporting 
member  of  society. 

Perhaps  Leonard's  most  remark- 
able feature  is  his  extraordinary 
ability  to  communicate.  Placing  his 
hands  on  the  face  of  a  complete 
stranger,  he  has  no  difficulty  in  un- 
derstanding what  is  said.  His  speech 
in  return  is  remarkably  clear,  his 
language  well  organized,  and  his 
vocabulary  wide  and  accurate. 

As  an  example  of  what  can  be 
accomplished  by  a  person  who  was 
completely  deaf  and  completely 
blind  from  infancy,  Leonard  made 
a  great  impression  on  the  delegates 
to  the  conference  in  Denmark. 

At  the  close  of  the  conference 
the  Dowdys  accompanied  Mr.  & 
Mrs.  Stenquist  to  Stockholm  and 
Paris,  after  which  they  were  guests 
of  Mr.  Jan  van  Dijk  in  The  Nether- 
lands. After  that  they  spent  several 
days  in  England  as  guests  of  the 
Deaf-Blind  Helpers  League. 

The     Dowdys     with     the 
quists.     Right:     Leonard     enjoys 
nothing  more  than  a  good  joke. 


(Continued  from  page  20) 
progress.  Altogether  there  were 
delegates  from  eleven  countries,  in- 
cluding Denmark,  England,  Sweden, 
Norway,  Finland,  Iceland,  Switzer- 
land, West  Germany,  Yugoslavia, 
Turkey  and  the  United  States. 

Representing  Perkins  were  Mrs. 
Gertrude  Stenquist,  Researcher  in 
the  Deaf-Blind  Department,  who 
presented  a  paper  on  Continuing 
Evaluation  of  Deaf-Blind  Children; 
Mrs.  Rose  Vivian,  the  Supervising 
Teacher,  who  presented  a  history 
of  our  former  student,  Leonard 
Dowdy;  Mr.  Benjamin  F.  Smith, 
our  Principal,  who  reported  on  our 

program  for  integrating  deaf-blind 
children  into  the  entire  School  and 
with  seeing  visitors.  Also  present 
were  Mr.  Carl  J.  Davis,  Head  of 
our  Department  of  Psychology  and 
Guidance;  Mr.  Joel  R.  Hoff,  Head 
of  the  Deaf-Blind  Department;  and 
the  Director  of  Perkins.  Present 
also  were  Mr.  and  Mrs.  Lew  Huff- 
man who  have  been  spending  a 
year  on  the  staff  of  the  School  in 

In  addition,  Mrs.  Waterhouse, 
Mrs.  Smith  and  Mr.  Stenquist  were 
present,  the  latter  acting  as  guide 
to  Mr.  Leonard  Dowdy  and  his 




Classes  Resume 


Sports  Car  Rally 


Student  Council   Investiture — Allen  Chapel 



Girls  Play-Day  at  Overbrook 


Columbus  Day  Holiday 


Parents  and  Teachers  Joint  Meeting — Dwight  Hall — 8:30  p.m. 


Lower  School  Achievement  Tests 


Upper  School  Achievement  Tests 


Lower  School  Halloween  Parties 


Senior  High  Halloween  Dance 
Junior  High  Halloween  Party 



Annual  Meeting  of  the  Corporation 


Directors  Memorial  Exercises — Dwight  Hall — 3:00  p.m. 



International  Week 


Thanksgiving  Day 



Christmas  Concert — Dwight  Hall — 3:30  p.m. 


Lower  School  Christmas  Parties 


Second  Christmas  Concert — Dwight  Hall — 8:00  p.m. 


Upper  School  Christmas  Party — Dwight  Hall — 7:00  p.m. 


Staff  Caroling 


Christmas  Assembly — Dwight  Hall — 10:30  a.m. 

Christmas  Vacation  Begins  at  Noon 

Final  Christmas  Concert— Dwight  Hall— 8:00  p.m. 



THE  WooDRow  Wilson  National 
Fellowship  Foundation  an- 
nounced in  March  that  among  the 
approximately  fourteen  hundred 
faculty-nominated  college  seniors 
in  the  United  States  and  Canada 
who  were  given  grants  for  graduate 
study  were  David  Angney  and 
Gerald  McCollum,  both  former 
Perkins  students. 

In  June  the  International  House 
of  Philadelphia  announced  that 
Mahmoud  Ayoub  of  Lebanon,  also 
a  former  Perkins  student,  had  been 
chosen  International  Student  of  the 

David  Angney  studied  at  Perkins 
from  1947  to  1957,  at  which  time 
he  transferred  to  Noble  and  Gree- 
nough  School  in  Dedham,  Massa- 
chusetts, from  which  he  was  gradu- 
ated in  1960,  a  member  of  the 
Cum  Laude  Society  and  second  in 
his  class  of  thirty -two.  In  1960  he 
became  a  freshman  at  Amherst 
College,  transferring  later  to  Bos- 
ton University  from  which  he  ob- 
tained his  Bachelor's  Degree  in 

Gerald  W.  McCollum  was  a  stu- 
dent at  Perkins  from  1954  to  1960, 
transferring  then  to  Phillips  Ando- 
ver  from  which  he  was  graduated 
in  1961.  He  obtained  his  Bachelor's 
Degree,  majoring  in  Mathematics, 
from  Brown  University  in  June 

Gerald  has  earned  a  straight  A 
average  during  his  years  at  Brown. 
He  is  a  member  of  Phi  Beta  Kappa 
and  has  been  elected  to  Sigma  Xi 
Delta  Upsilon.  In  addition  to  the 
Woodrow  Wilson  Fellowship,  he 
has  received  grants  from  the  Na- 
tional Science  Foundation  and  the 
Danforth  Foundation.  He  will  con- 
tinue his  studies  at  Graduate 
School  at  Harvard. 

In  May  Gerald  McCollum  was 
also  presented  with  a  five  hundred 
dollar  Scholastic  Achievement 
Award  granted  annually  by  Re- 
cordings for  the  Blind.  This  was 
presented  to  Gerald  by  Vice  Presi- 
dent Hubert  H.  Humphrey  in  Wash- 

Mahmoud  Ayoub  entered  Per- 
kins on  a  two-year  scholarship  in 

David  Angney 

Gerald  McCollum  and  his  wife 


1957  and  received  a  high-school 
diploma  in  1959.  In  1960  he  re- 
ceived an  Overseas  Teacher  Train- 
ing Diploma  from  Perkins.  From 
1959  to  1964  he  studied  at  the 
American  University  in  Beirut  on 
a  U.  S.  Scholarship  Grant  and  re- 
ceived a  B.A.  Degree  in  Philosophy. 
He  returned  to  the  United  States  in 
September  1964  to  the  University 
of  Pennsylvania  with  a  scholarship 
for  study  of  Comparative  Religion. 
He  is  very  active  in  Quaker-spon- 
sored peace  activities. 

Remarkable  about  all  these  three 
young  men  is  the  extensive  extra- 
curricular interests  they  have 
shown  during  their  work.  All  three 
have  made  extensive  use  of  their 
musical  ability.  Gerald  McCollum 
sang  in  the  Canticum  Glee  Club  at 
Brown,  while  David  Angney  re- 
ceived a  prize  for  excellence  in 
music  while  at  Noble  and  Gree- 
nough,  singing  in  both  the  Glee 
Club  and  the  Nobleonians — a  group 
of  ten  or  twelve  better  voices.  He 
also  played  in  a  Dance  Band  there 
called  the  Purple  Knights.  At  Am- 
herst he  sang  in  the  Glee  Club  and 
in  a  much  smaller  and  more  tal- 

ented Chapel  Choir,  sharing  the 
tenor  soloist  job  as  well  as  singing 
Madrigals  and  Chamber  works 
with  a  group  of  Smith  College  and 
Amherst  singers. 

Since  transferring  to  Boston  Uni- 
versity he  plays  the  organ  every 
Sunday  at  the  Charles  Street  Jail 
for  the  Protestant  Worship  Service. 

Mahmoud  Ayoub  plays  both  the 
violin  and  the  lute. 

The  Woodrow  Wilson  Founda- 
tion Fellowships  provide  tuition 
and  fixed  fees  at  the  graduate 
school  of  the  student's  choice,  with 
an  additional  eighteen  hundred  dol- 
lars for  living  expenses.  David  Ang- 
ney will  make  use  of  his  Fellow- 
ship as  a  graduate  student  in 
English  at  Boston  University. 

While  in  college  Gerald  McCol- 
lum also  found  time  to  marry  a 
classmate,  the  former  Rebecca 
Knox,  who  received  her  A.B.  in 
Biology  on  the  same  day  as  her 

Perkins  extends  heartiest  con- 
gratulations to  these  three  students 
and  looks  forward  to  hearing  from 
them  as  they  face  what  would  seem 
to  be  brilliant  future  careers. 

Music  Director,  Paul  L  Bauguss,  directs  the  Arlington 
Symphony  Orchestra  in  the  recording  of  our  Chorus. 





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IN  May  the  Perkins  Upper  and 
Lower  School  Choruses,  ac- 
companied by  the  Arlington 
(Mass.)  Symphony  Orchestra  and 
conducted  by  our  Music  Director, 
Paul  L.  Bauguss,  recorded  two  out- 
standingly beautiful  numbers. 

Repeating  their  highly  successful 
performance  at  the  annual  Christ- 
mas Concerts  last  December,  the 
combined  choruses  sang  Une  Can- 
tate  de  Noel  by  the  famous  Swiss 
composer,  Arthur  Honegger.  A 
tape  of  this  performance,  with  or- 
gan accompaniment,  was  sent  dur- 
ing the  winter  to  Mme.  Honegger, 
the  composer's  widow.  In  due 
course  permission  was  given  to  re- 
cord this  work,  provided  there 
would  also  be  an  orchestra. 

Mr.  Bauguss  has  been  for  some 
years  the  director  of  the  Arlington 
Philharmonic  Society.  The  Society's 
Symphony  Orchestra — some  fifty  in 
number — gave  eagerly  of  their  time 
and  skills  to  rehearse  with  our  pu- 
pils and  finally  to  make  a  recording 
on  an  oppressively  hot  and  humid 
evening  in  Dwight  Hall. 

For  the  Honegger  number — in 
addition    to    the    orchestra — there 

was  an  organ  accompaniment  by 
Mr.  Leonid  Milk.  The  Lower 
School  children  were  prepared  for 
this  work  by  Miss  Eleanor  Thayer. 
A  baritone  solo  was  sung  by 
Thomas  Sullivan  of  the  senior 
class,  and  a  solo  by  a  child's  voice 
was  given  by  Charlotte  Leffers  of 
the  sixth  grade. 

The  second  number  on  this 
record  is  equally  beautiful.  It  is 
Gloria  by  Francis  Poulenc,  with 
our  Upper  School  Chorus  and  the 
Arlington  Symphony  Orchestra. 
The  solo  in  this  work  was  sung  by 
Anne  Lifton  Darche  (Perkins  '50). 

As  usual,  the  choruses  learned 
both  the  words  and  music  for  these 
numbers  from  braille  copies  pre- 
pared by  the  Howe  Press. 

Copies  of  this  record  may  be  ob- 
tained by  writing  to  the  Director, 
Perkins  School  for  the  Blind.  It  is  a 
12"  LP  record  and  may  be  ob- 
tained either  monaural  or  stereo- 
phonic. The  price  in  either  case  is 
three  dollars  and  fifty  cents,  post- 
paid, anywhere  in  the  world.  The 
supply  is  limited  and  orders  will  be 
filled  as  received. 



A  FEW  WEEKS  before  the  close  of 
School  last  spring  our  Radio 
Club  increased  its  range  for  both 
sending  and  receiving  when  a 
graceful,  new  antenna  was  erected 
among  the  tall  elms  near  the  main 
drive.  While  the  trees  make  the 
tower  relatively  inconspicuous, 
neither  they  nor  the  surrounding 
buildings  interfere  with  radio  sig- 
nals since  the  rotatable  antenna 
soars  high  above  them  both. 

According  to  Mr.  Paul  L.  Bau- 
guss,  who  is  not  only  our  director 
of  Music,  but  is  faculty  adviser  to 
the  Radio  Club,  contacts  are  now 
being  made  with  such  places  as 
"the  South  Pole,  Africa,  Alaska, 
Iceland,  large  areas  of  Europe  and 
Canada  as  well  as  throughout  this 

Understandably  the  enthusiasm 
of  Club  members  has  soared  also  to 
tree-topping  heights. 

Mr.  Bauguss  reports  that  the 
Club  has  had  a  very  successful  year 
in  many  ways.  Out  of  twenty-seven 

boys  who  signed  up,  purely  volun- 
tarily of  course,  at  the  beginning  of 
the  year,  twenty-one  remained  ac- 
tive. Many  passed  their  tests  with 
the  Federal  Communications  Com- 
mission so  that  of  the  twenty-one, 
thirteen  are  licensed  to  operate  in 
their  respective  classifications.  Five 
have  general  certificates,  one  a 
technician's  license,  and  several 
novices  hold  their  tickets.  This  in 
addition  to  two  general  classifica- 
tions licenses  held  by  Mr.  Bauguss 
and  by  Mr.  Robert  Beatty  who  has 
just  been  succeeded  by  Mr.  James 
Dorsett  as  part-time  radio  instruc- 
tor. Both  of  these  gentlemen  have 
given  generously  of  their  time  and 
knowledge  and  are  with  Mr.  Bau- 
guss largely  responsible  for  the 
high  standards  which  the  Club  has 

The  officers  of  the  Club  this  year 
were  George  Henault,  President; 
Ted  Filteau,  Vice  President;  Allen 
Dalton,  Treasurer;  and  Barry 
Humphries,  Secretary. 

Alan  Dal+on  from  South  Burlington,  Vt.  steps  ashore  afher  his  lesson. 



THE  Trustees  of  Perkins  School 
for  the  Bhnd  recently  requested 
Mr.  Robert  M.  Campbell  of  Sax- 
tons  River,  Vermont,  to  produce  a 
film  on  the  subject  of  braille. 

The  outstanding  success  of  the 
two  prize-winning  films  which  Mr. 
Campbell  has  already  made  for  the 
School — The  Perkins  Story  and 
Children  of  the  Silent  Night — has 
led  to  many  inquiries  concerning 
further  films.  Schools,  colleges, 
medical  schools  and  other  institu- 
tions using  our  films  feel  that  they 
can  make  very  good  use  of  a  third, 
and  in  some  cases  have  asked  if 
one  on  braille  is  available. 

This  film  will  be  in  color,  with  a 
sound  track,  and  probably  will  be 
of  twenty-eight  minutes'  duration.  It 
will  deal  not  only  with  the  history 
of  braille,  but  will  describe  clearly 
just  what  braille  is  and  how  it  is 
used.  Altogether  too  many  people 

have  erroneous  ideas  as  to  what  it 
was  that  Louis  Braille  bequeathed 
to  succeeding  generations  of  blind 

Perkins  is  a  good  place  for  mak- 
ing this  film  since  braille  is  used  ex- 
tensively throughout  the  School 
system.  In  addition,  we  serve  as 
one  of  the  distributing  centers  for 
the  Library  of  Congress,  covering 
adult  readers  of  both  braille  and 
Talking  Books  throughout  New 
England.  At  the  Howe  Press  of 
Perkins  School  for  the  Blind  we 
also  manufacture  braille  books  and 
a  considerable  number  of  ap- 
pliances for  writing  braille,  includ- 
ing the  highly  successful  Perkins 

While  no  date  for  the  release  of 
the  film  has  been  announced,  per- 
sons interested  in  using  it  are  in- 
vited to  write  to  the  Director. 


THROUGH  the  generosity  of  mem- 
bers of  Community  Boating, 
Inc.,  a  non-profit  Club  with  docks 
on  the  Boston  side  of  the  Charles 
River  Basin  and  a  large  number 
of  small  sailing  boats,  some  of  our 
older  boys  have  been  given  an  op- 
portunity to  sail  on  the  Charles. 

Particularly  helpful  has  been  Mr. 
Tom  Sullivan,  an  instructor  of  the 
Boat  Club,  who,  cooperating  with 
our  Principal,  Mr.  Benjamin  F. 
Smith,  has  not  only  arranged  for 
instructors  to  help  our  pupils,  but 
on  occasions  has  provided  trans- 
portation on  Saturdays  from  Wa- 
tertown  to  Boston.  Included  in  the 
instruction  is  learning  how  a  boat 
is  rigged,  which  is  done  by  feeling 
miniature  boat  models. 

According  to  a  story  by  Ken 
Botwright  in  the  May  30th  Boston 
Sunday  Globe,  the  boys  "quickly 
mastered  the  basic  sailing  maneu- 

vers, like  coming  about  (turning 
bowfirst  into  the  wind),  jibing  (turn- 
ing stern  first)  and  sailing  close- 
hauled  (as  close  into  the  wind  as 
possible).  They  learn  by  listening 
to  their  instructor  describe  a  ma- 
neuver, then  by  doing  it  them- 

The  instructors,  who  include 
both  men  and  women  of  all  ages, 
gained  an  insight  into  their  pupils' 
problems  by  sailing  blindfolded 
themselves  in  preparation. 

The  Perkins  pupils  included  Al 
Dalton  of  Burlington,  Vermont, 
William  Ouellette  of  Fall  River, 
Richard  Downes  of  Maiden,  Mi- 
chael Silver  of  Framingham,  Rich- 
ard Sawyer  of  Mansfield,  Bruce 
Alexander,  State  Line,  Massachu- 
setts, Phil  Beaman,  Euston,  Texas, 
and  Joe  Machise  of  Hammonton, 
New  Jersey. 





ABOVE:  Anne  Lifton  Darche  was 
graduated  fronn  Perkins  In  1950  and 
proceeded  to  the  New  England  Con- 
servatory of  Music.  She  is  the  soloist 
in  the  recording  of  the  Gloria  by 
Poulenc,  just  released  by  the  Music 

BELOW:  Playing  at  the  annual  Music 
Recital  in  Dwight  Hall  on  May  25  was 
Patty  Mitchell  of  Stoneham,  Massa- 

ABOVE  TOP:  The  Annual  Banquet  of  the 
Girls'  Athletic  Association  was  held  in 
Fisher  Cottage  on  May  26.  The  girls 
gathered  in  the  Close  in  their  beautiful 
sunnmer  dresses. 

ABOVE:  Shown  here  between  Rosemary 
Teehan,  president  of  the  GAA,  and  the 
Director  is  the  guest  speaker  Mr.  William 
Frary  of  the  Mass.  Dept.  of  Special  Edu- 
cation. On  the  wall  is  the  slogan  chosen 
this  year  by  the  GAA — "Better  to  Wear 
Out  Than  to  Rust  Out." 



For  many  years  our  pupils  have 
gone  on  picnics  on  the  Tuesday 
before  Graduation  Day.  This  year 
the  Upper  School  pupils  voted  in- 
stead to  have  a  Field  Day  on  the 
campus  which  included  a  day-long 
program  of  field  sports  and  a  car- 
nival organized  by  the  Class  of 
1966  who  also  sold  refreshments, 
the  proceeds  of  which  went  to  fill 
their  Class  treasury. 

Pupils  paid  readily  for  the  priv- 
ilege of  dousing  the  Principal 
who,  in  view  of  the  heat,  was 
probably  the  most  comfortable 
person  on  the  campus. 

The  Staff-Student 
Tug-of-War  was 
a    spirited    event. 

The  day  ended  with 
dancing  in  the  Boys' 
Close  with  music  pro- 
vided by  a  group 
from  Radio  Station 
LIERS.  Films  of  this 
event  appeared  later 
on  WBZ-TV  Chan.  4. 



This  year  two  popular  students 
In  the  Deaf-Blind  Department 
completed  their  programs  at 
Perkins  and  were  guests  of 
honor  at  a  departmental  party. 
Here  Donna  Le  Poirs  of  Michi- 
gan is  delighted  with  a  pack- 
age presented  by  Miss  Cynthia 
Carbone.  Below:  David  Chee, 
a  Navajo  Indian  from  New 
Mexico,  discovers  an  electric 
toothbrush  in  his  package. 
Standing  at  rear  Is  Mr.  Joel  R. 
Hoff,  Head  of  the  Deaf-Blind 
Department.  On  left  Is  Mr. 
Lars  Guldager,  teacher  trainee 
from  Denmark;  and  on  the 
right  Mr.  Robert  Danfonci, 
David's  teacher  for  some  year:. 

ABOVE:  The  annual  Graduation  ceremonies  of  the  two  Perkins  Teacher  Training 
Courses  are  held  each  June  in  Allen  Chapel.  This  year  eighteen  diplomas  were 
awarded  graduates  of  the  program  for  training  teachers  of  the  blind,  conducted  by 
Mr.  William  T.  Heisler.  Six  of  these  went  to  students  from  India,  Haiti  and  Malaysia. 
Eight  diplomas  were  earned  by  members  of  the  program  for  training  teachers  of  the 
deaf-blind,  conducted  by  Mr.  Joel  R.  Hoff.  Three  of  these  went  to  graduates  from 
Denmark,  Singapore  and  England.  Both  of  these  courses  were  given  in  association 
with  Boston  University. 

BELOW:  In  the  spring  and  fall  the  brick  fireplace  near  the  Perkins  Pond  Is  the  site 
of  many  picnics.  This  group  is  the  Anagnos  Cottage  Family,  June  1964. 




Perkins  and 


Industrial  Home 

for  the  BUnd 

to  Honor 
Anne  SulUvan 

PERKINS  is  now  entering  its  134th  year  of  continuous  service  to 
blind  youth.  In  a  history  as  long  as  this  there  are  frequent  an- 
niversaries, and  this  year  we  will  commemorate  the  centennial 
of  the  birth  of  Anne  Sullivan  (Mrs.  John  Macy). 

On  April  14,  1866,  Anne  Sullivan  was  born  in  Feeding  Hills,  a 
small  village  in  the  Connecticut  River  Valley  in  Massachusetts.  Her 
parents,  who  had  come  to  America  to  escape  the  aftermath  of  the 
potato  famine  in  Ireland,  were  living  in  desperate  poverty. 

Seventy  years  later  her  ashes  were  placed  with  honor  in  Washing- 
ton's National  Cathedral.  Her  career  as  Helen  Keller's  beloved 
teacher  earned  her  this  distinction.  She  has  left  to  us  a  heritage 
whose  challenge  is  felt  on  our  campus  every  day  of  the  year,  for  it 
is  no  light  task  to  open  doors  of  learning  and  understanding  to  deaf- 
blind  children,  and  more  than  anyone  else,  Anne  Sullivan  has  shown 
us  how  to  go  about  it. 

Nor  is  this  heritage  confined  to  Perkins.  At  the  Industrial  Home 
for  the  Blind  in  Brooklyn  is  oifered  the  Anne  Sullivan  Macy  Service 
for  Deaf-Blind  Persons.  Under  the  direction  of  Dr.  Peter  J.  Salmon 
— an  outstanding  Perkins  alumnus — this  program  offers  rehabilita- 
tion services  to  deaf-blind  adults. 

It  is  natural  that  Perkins,  which  is  concerned  with  the  education 
of  the  deaf-bUnd,  and  the  Industrial  Home  for  the  Blind,  which  is 
concerned  with  the  rehabilitation  of  adults,  should  be  equally  aware 
of  the  contribution  which  Anne  Sullivan  has  made  to  their  respec- 
tive fields.  Plans  have  been  made  for  them  to  commemorate  her 
centennial  jointly,  and  details  of  this  joint  program  will  be  an- 
nounced in  due  course. 

They  include  the  production  of  a  new  film  entitled  The  Legacy 
of  Anne  Sullivan,  which  will  be  made  by  Mr.  Robert  M.  Campbell 
of  Saxtons  River,  Vermont,  the  producer  of  our  two  prize-winning 
films.  The  Perkins  Story  and  Children  of  the  Silent  Night, 


Mtxx^  Cl|ratmaa 

VOL.  XXXV  NO.  2 


Historic  Note 

ACCORDING  to  an  item  in  the  ENTERPRISE  AND  TIMES  of  Brockton, 
■  Massachusetts,  of  June  19,  1965  Colonel  Thomas  H.  Perkins,  after 
whom  our  School  is  named,  was  responsible  for  building  the  first  railway 
in  the  United  States. 

The  item  reads  as  follows : 

"Did  you  know  that  Solomon  Willard,  the  father  of  the  granite  business  in 
the  United  States  and  the  architect  of  Bunker  Hill  Monument,  selected  a 
quarry  in  Quincy  for  the  source  of  his  material? 

"To  transport  thousands  of  tons  of  granite  to  Bunker  Hill,  twelve  miles 
away,  the  first  railroad  in  this  country  was  built,  financed  by  Colonel 
Thomas  H.  Perkins." 

^  ^  :^ 

Table  of  Contents 

Mr.  Huffman's  Year  at  Pathways 3 

International  Conference  Plans   7 

Teaching  the  New  Math  at  Perkins   8 

Editorial:  More  Than  Good  Grades  Are  Needed 10 

Changes  In  Teacher  Training  Program 12 

Music    Competition    13 

Anne  Sullivan  Memorial  Celebration   14 

Perkins  Brailler  With  Extension  Keys   16 

On  and  Off  the  Campus 17 

Coming  Events   21 

Our  Invaluable  Endowment 22 

Bequest  Form   23 

Charms  and  Record   24 

^  ^  t^ 

Increase  in  Price  on  Brailler  Carrying  Cases 

Because  of  the  higher  prices  we  are  having  to  pay  our  suppliers, 
the  price  of  carrying  cases  for  Perkins  Braillers  has  been  increased 
to  fifteen  dollars. 

This  is  the  first  increase  in  the  price  of  this  item  for  several  years 
and  we  regret  that  through  conditions  beyond  our  control,  this 
change  is  now  necessary. 

Mr.  Huffman  and  Ian  Collender, 
15  years  old,  study  fhe  countries 
of  the  world  using  the  English 
Manual  Alphabet 


Shortly  before  leaving  for  England  as  a  Fulbright  Exchange  teacher  Mr.  Huffman  was 
married  to  Miss  Paula  Armstrong,  a  member  of  the  Perkins-B.U.  teacher-training  class 
of  1964.  Mrs.  Huffman  accompanied  her  husband,  and  although  her  training  was  to 
teach  blind  children  rather  than  deaf-blind,  she  was  employed   at  Pathways  with  him. 


FOR  MANY  YEARS  the  Strength  of 
Anglo-American  relations  has 
been  further  augmented  by  the  ar- 
rival in  each  country  of  Exchange 
Teachers  sometime  in  mid-August. 
The  Exchange  Teachers  plan  is 
part  of  the  Fulbright  program 
which  is  under  the  jurisdiction  of 
the  United  States  Department  of 
Health,  Education  and  Welfare. 

Last  year's  program  began  in 
New  York  City  on  August  10th 
with  the  arrival  of  87  teachers,  with 
their  wives  and  families,  from  the 
United  Kingdom  aboard  the  Queen 
Elizabeth.  I  was  fortunate  enough 
to  exchange  "Hi's"  and  "Jolly  good 
to  meet  you's"  with  Mr.  Frederick 
James  Dale  from  Condover,  Eng- 

land. For  some  of  the  Exchange 
Teachers,  exchange  meant  more 
than  just  interchanging  jobs: — in 
many  cases  homes  and  cars  were 
exchanged  for  the  year.  I  think 
many  of  us  wished  we  had  ex- 
changed wardrobes  also  as  the 
British  climate  is  quite  different 
from  ours. 

Mr.  Dale  and  I  were  unique  in 
that  we  were  the  only  pair  of  the 
87  that  were  exchanging  positions 
in  special  schools.  He  was  to  come 
to  Keller-Macy  and  I  was  assigned 
to  his  job  at  Pathways,  the  Deaf- 
Blind  Unit  at  the  Condover  Hall 
School  for  Blind  Children  with  Ad- 
ditional Handicaps  near  Shrews- 
bury, England. 

The  few  days  we  were  in  New 
York  were  filled  with  meetings  per- 
taining to  the  year  ahead,  including 
suggestions,  ideas  and  some  do's 
and  don'ts.  On  August  14th  the 
British  teachers  departed  for  a  tour 
of  Washington,  D.  C.  and  the 
Americans  began  their  sail  to  Eng- 
land. Those  of  us  well  enough  to  do 
so  attended  more  meetings  on  board 
ship  to  elect  a  group  leader  and 
make  plans  to  keep  in  touch 
throughout  the  year. 

The  British  Interchange  Com- 
mittee helped  us  in  our  endeavor 
to  keep  in  touch  at  first  with  a  very 
"royal"  welcome  including  meeting 
the  Lord  Mayor  of  Southampton, 
by  making  us  members  of  the  Na- 
tional Union  of  Teachers,  by  put- 
ting us  in  touch  with  the  nearest 
branch  of  the  Exchange  Teachers 
Club  (groups  of  former  Exchange 
Teachers)  and  later,  by  planning  a 
wide  variety  of  social  activities 
throughout  the  year.  These  in- 
cluded, just  to  name  a  few,  a  ban- 
quet at  the  English  Speaking  Union, 
a  Shakespeare  Course  at  Stratford- 
May  Fotherlngham,  10  years  old,  feels 
the    vibrations    of    her    teacher's    speech. 

Upon-Avon,  a  trip  to  Windsor 
Castle,  and  a  tea  with  Her  Majesty, 
Queen  Elizabeth  the  Queen  Mother, 

BEFORE  I  describe  some  of  the 
many  experiences  we  had  this 
year,  as  members  of  the  teaching 
staff  at  Pathways,  I  would  like  once 
again  to  define  the  Deaf-Blind  child 
as  we  know  him.  It  is  particularly 
important  to  stress  this  point  as  we 
are  rapidly  approaching  the  cen- 
tennial of  the  birth  of  Ann  Sullivan 
Macy,  the  gifted  teacher  of  Helen 
Keller.  And  we  must  clearly  see  the 
type  of  child  we  are  dealing  with 
and  the  ways  in  which  we  are  deal- 
ing with  him. 

A  Deaf-Blind  child  is  one  who 
cannot  function  in  either  a  school 
for  the  blind  or  a  school  for  the 
deaf  and  therefore  must  be  edu- 
cated in  a  special  school  where  he 
can  receive  individual  attention. 
One  of  the  most  striking  observa- 
tions we  made  during  the  course 
of  this  year,  not  only  in  England, 
but  at  other  schools  we  visited  in 
Holland  and  Denmark,  was  that 
Deaf-Blind  children  are  much  the 
same  everywhere  and  that  although 
their  problems  and  degrees  of  hand- 
icap may  vary  considerably  and  the 
methods  of  handling  and  education 
may  do  so  as  well,  the  goals  in  this 
work  were  the  same — i.e.,  working 
to  make  the  child  a  better  citizen 
in  his  community. 

When  we  arrived  at  Condover, 
we  were  confronted  by  a  huge  16th 
century  Elizabethan  mansion.  This 
former  stately  home  now  houses 
77  multiple-handicapped  blind  chil- 
dren about  one  fifth  of  them  in 
wheelchairs.  In  contrast  to  Perkins, 
Condover  Hall  is  located  in  a  small 
village,  population  about  1000,  sur- 
rounded by  lovely  green  country- 
side. Pathways  is  situated  near  this 
mansion  and  includes  two  relatively 
new  housing  blocks  and  two  class- 

Mr.  and  Mrs.  Lewis  Huffman 

room  buildings.  Thus  like  most  of 
the  Perkins  Deaf-Blind  children,  the 
classes  are  separate  from  those  of 
the  Main  School  but  unlike  all  but 
the  youngest  of  the  Keller-Macy 
children,  the  Deaf-Blind  at  Path- 
ways are  not  integrated  into  living 
quarters  with  the  blind  children. 

On  the  first  day  of  school  I  was 
introduced  to  my  two  students, 
shown  my  classroom  and  then 
given  complete  freedom  in  my 
work.  This  freedom  enabled  me  to 
work  as  I  saw  fit  with  the  children 
particularly  stressing  the  practical 
aspects  of  daily  living  so  important 
to  this  type  of  child.  It  is  possible 
to  say  that  Condover  lays  more 
emphasis  on  this  than  we  do  at 
Perkins.  Here  we  try,  although  it 
is  not  always  completely  successful, 
to  unite  social,  vocational,  practical 
and  academic  goals  in  the  total 
school  program  for  the  child. 

PATHW^AYs  tries  to  coincide  its 
academic  program  with  that  of 
the  Main  School.  During  the  course 
of  two  years  six  topics  are  covered. 

one  per  term.  The  topics  which  in- 
clude Communication,  Food,  Liv- 
ing Things,  Men  at  Work,  Houses 
and  their  Contents  and  Transporta- 
tion are  covered  at  the  child's  own 
level.  In  addition  to  classroom  ac- 
tivity, the  theme  is  further  brought 
out  through  numerous  field  trips.  It 
is  felt  that  through  the  widening  of 
his  experiences,  the  child  would 
then  be  better  able  to  discover 
meaningful  written  language. 

The  three  terms  we  spent  at  Con- 
dover we  studied  the  first  three 
topics  I  mentioned.  I  felt  that  this 
program  was  successful  in  many 
ways — for  one  thing  it  helped  each 
child  to  work  at  his  own  level  of 
ability  and  those  with  more  ability 
supplied  in  the  examples  they  set 
an  added  incentive  to  the  less  able 
or  less  willing  child  in  his  work. 

During  the  term  on  Living 
Things,  for  example,  we  visited 
many  farms,  a  hunting  stables,  ken- 
nels and  the  pet  shop.  Back  in  the 
classroom  we  worked  on  activities 
related  to  these  visits,  collecting 
pictures    from    magazines    for    the 

partially  sighted  child,  learning  new 
vocabulary,  making  models,  etc. 

In  addition  to  working  with  our 
own  pupils  we  had  the  opportunity 
during  the  course  of  a  week  to 
work  closely  with  most  of  the  other 
children.  The  schedule  was  set  up 
so  that  I  had  time  to  do  speech 
work  and  hearing  tests  with  some 
in  the  mornings  and  various  crafts 
such  as  woodworking  and  ceramics 
in  the  afternoons  on  a  rotating 
schedule.  Because  of  the  stress  on 
practical  experiences  and  minimum 
academic  pressure  at  Condover  it 
seemed  that  the  children  were  less 
tense  and  more  free  in  many  ways. 

The  teacher  plays  a  very  impor- 
tant multiple  role  in  the  life  of  the 
children  at  Pathways.  At  one  time 
he  is  filling  the  customary  duties  in 
the  classroom  and  at  another  mo- 
ment he  is  acting  as  housemother 
or  attendant.  During  weekend  duty, 
he  works  as  breakfast  cook  for 
eight  children  and  two  or  more 
staff.  In  addition  he  may  also  be 
responsible  for  waking  the  children 
and  assisting  in  their  dressing,  fill- 
ing in  at  the  "surgery"  giving  out 
prescribed  medicines  in  the  place  of 
the  nurse  who  is  away  for  the  week- 
end, supervise  the  children  half  the 
day,  assist  them  in  bathing  and 
going  to  bed  and  in  the  evening, 

THE  social  activities  at  Condover 
are  limited  in  that  the  children 
have  very  little  contact  with  their 
seeing  and  hearing  peers.  Almost 
all  social  training  is  done  by  the 
teachers  and  housemothers.  At  the 
Village  Hall  in  Condover  the  local 
members  of  the  community  gather 
for  a  variety  of  entertainment. 
Sometimes  the  older  children  attend 
these  functions.  Some  activity  cen- 
ters around  the  village  church  in- 
cluding bazaars.  The  children  from 
the  school  have  the  freedom  to 
spend  their  pocket  money  as  they 

May      Fotheringham     finger     spells     the 
names     of    furniture     in    the    doll     house. 

wish  at  these  social  functions  which 
are  similar  to  our  White  Elephant 
sales,  grab  bags,  games,  etc.  They 
also  attend  church  services  with  the 
children  from  the  Main  School  and 
the  village  school  on  holidays  and 
feast  days. 

Members  of  the  community  also 
visit  the  school  to  talk  about  their 
role  in  society  and  relate  it  to  the 
children's  responsibilities  in  society. 
These  visitors  are  usually  police- 
men, firemen,  and  the  like.  To  a 
limited  extent,  the  Deaf-Blind  chil- 
dren can  participate  in  this  sort  of 

In  addition,  various  charitable 
organizations  and  clubs  donate 
time  and  money  to  do  various  odd 
jobs  about  the  campus  such  as  put- 
ting up  a  fence  for  a  playground 
area,  or  cleaning  out  a  wooded 
area,  in  other  words  jobs  that  will 
eventually  aid  the  child  to  work  or 
play  better. 

This  has  been  only  a  brief  sum- 
mary of  some  of  the  events  of  our 
year  at  Pathways.  It  is  impossible 
to  enumerate  all  the  opportunities 
offered  to  us  but  we  hope  that  this 
has  accurately  portrayed  some  of 
the  activities  of  a  Fulbright  Ex- 
change Teacher  in  Great  Britain. 

— Lew^is  Huffman,  Jr. 


ALTHOUGH  the  Fourth  Quinquen- 
^  nial  International  Conference 
of  Educators  of  Blind  Youth  will 
not  open  until  August  21,  1967  on 
the  Perkins  Campus,  plans  for  it 
have  been  under  way  now  for  well 
over  a  year. 

The  theme  which  has  been 
chosen  for  this  Conference  is  EDU- 
TOMORROW,  and  most  of  the 
emphasis  will  be  upon  modern  meth- 
ods of  instruction.  Not  only  are 
there  new  methods  of  teaching  de- 
veloping all  the  time,  but  the  same 
revolutionary  changes  in  curriculum 
which  are  appearing  in  the  ordinary 
schools  are  being  adapted  to  the  use 
of  the  blind.  These  are  matters 
which  the  Conference  will  discuss 
in  nine  different  Workshops,  run- 
ning three  at  a  time.  Delegates  will 
have  to  indicate  their  preferences 
for  the  three  subjects  of  greatest  in- 
terest to  them. 

The  nine  topics  include  teaching 
Numbers,  Music,  Home  Econom- 
ics, Geography,  Science,  Literacy 
Through  Braille,  The  Evaluation 
and  Assessment  of  Pupils,  Daily 
Living  and  Physical  Activity,  and 
the  teaching  of  Handicrafts.  In  ad- 
dition, there  will  be  some  General 
Sessions,  the  details  of  which  still 
have  to  be  completed. 

Instantaneous  translation  into 
English,  French  and  Spanish  will  be 
available  at  General  Sessions  only. 

It  is  expected  that  perhaps  one 
hundred  and  fifty  persons  will  come 
to  us  from  overseas,  and  these  will 
be  accommodated,  without  expense, 
on  the  Perkins  campus.  Free  ex- 
peditions to  historical  and  educa- 
tional sites  in  the  Boston  area  will 
also  be  provided. 

Probably  another  fifty  or  more 
United  States  conferees  will  attend, 
but  they  will  be  charged  for  the  ex- 
pense of  board  and  room  during 
their  stay  at  Perkins. 

Plans  are  also  being  made  for 
two  Leadership  Projects  to  accom- 
modate a  smaller  number  of  per- 
sons from  overseas.  One  of  these 
will  be  for  Administrators  and  one 
for  Educators,  and  they  will  include 
visits  to  the  Library  of  Congress, 
the  American  Printing  House  for 
the  Blind,  The  Seeing  Eye  and 
various  state  facilities  in  New  Jer- 
sey, and  the  National  Society  for 
the  Prevention  of  Blindness  in  New 

Persons  interested  in  receiving 
more  information  about  the  Confer- 
ence and  about  the  Leadership 
Projects  should  write  to  Edward  J. 
Waterhouse,  Chairman,  Executive 
Committee,  ICEBY,  at  Perkins. 

Mrs.  Ruth  A I  pert  Resigns 

Mrs.  Ruth  Alpert,  who  has  been  a  Case  Worker 
in  our  Social  Service  Department  since  1955,  is  re- 
signing at  the  end  of  1965.  The  School  loses  a 
loyal  and  devoted  worker  whose  contacts  with 
parents  and  other  agencies  have  enriched  our  pro- 

Perhaps  our  social-work  positions  are  the  most 
difficult  of  all  to  replace.  For  this  reason  we  invite 
applications  from  readers  of  the  Lantern  who 
would  be  interested  in  joining  the  Perkins  staff. 
We  would  also  welcome  suggested  names  of  quali- 
fied people  who  might  be  interested. 






THE  REVOLUTIONARY  changes  in 
the  mathematics  curriculum  in 
American  schools  have  been 
watched  carefully  by  the  Perkins 
faculty.  These  changes  happen  to 
have  come  about  at  a  time  when 
Perkins,  in  common  with  many 
other  schools  for  blind  children, 
has  been  concerned  with  improving 
the  computation  skills  of  the  pupils. 
In  recent  years,  a  widespread  in- 
troduction of  the  Soroban  (the 
Japanese  version  of  the  Abacus) 
has  resulted  in  measurable  im- 
provement in  the  ability  of  our 
pupils  to  master  the  four  skills  of 
arithmetic;  namely,  addition,  sub- 
traction,   multiplication,    and    divi- 

Miss  Cynthia  Essex,  Lower  School  Super- 
visor, has  played  a  leadership  role  in 
modernizing  the  mathematics  curriculum 
at  Perkins. 

sion.  Indeed  certain  tests  have  in- 
dicated that  this  improvement  might 
be  averaging  as  high  as  40%  over 
the  results  obtained  by  previous 

There  have  also  been  many  ex- 
periments with  other  types  of  arith- 
metic aids  designed  to  help  pupils 
improve  their  understanding  of 
number  concepts  and  their  abilities 
to  manipulate  figures.  The  Schott 
materials  have  had  exhaustive  trials 
in  several  schools  for  the  blind, 
while  at  Perkins  emphasis  has  been 
placed  on  Sterns  materials.  While 
these  devices  were  designed  for  the 
seeing,  they  are  even  more  valuable 
for  the  blind. 

The   excitement   of   learning  the  new  mathematics 
is  frequently  seen  in  the  pupils'  thoughtful  faces. 

Perhaps  more  important  in  terms 
of  the  entire  mathematical  educa- 
tion of  our  pupils  is  the  fine  co- 
operation we  have  received  from 
Educational  Services  Inc.  whose 
headquarters  are  located  in  Water- 
town  within  a  mile  of  our  campus. 
The  University  of  Illinois  Arith- 
metic Project,  one  of  the  outstand- 
ing new  approaches  to  the  teaching 
of  mathematics  in  the  public 
schools  is  continuing  its  pioneering 
work  under  the  auspices  of  ESI 
and  we  are  actively  studying  its 
application  to  the  needs  of  blind 

As  part  of  this  cooperation,  sev- 
eral Perkins  teachers  participated 
last  year  in  a  training  program. 
Miss  Cynthia  Essex,  the  Lower 
School  Supervisor  at  Perkins  has 
had  a  leading  role  in  this  program 
and  provided  liaison  between  the 
school  and  ESI.  To  show  that  the 
methods  developed  by  the  Univer- 
sity of  Illinois  Arithmetic  Project 
can  be  used  to  advantage  by  blind 
pupils.  Miss  Catherine  Crowell,  a 
teacher  in  the  Perkins  Lower 
School,  conducted  an  impressive 
demonstration  class  last  June  for 
the  project's  Steering  Committee. 

Perkins  teachers  are  continuing 
to  participate  in  both  introductory 
and  advanced  training  programs. 
Demonstration  classes  with  Perkins 
students  are  under  way  on  our  own 

Educational  Services,  Inc.  is  a 
private,  non-profit  organization 
which  has  been  a  rallying  point  for 
innovators  in  education.  ESI  is  con- 
cerned with  the  task  of  improving 
education  in  the  classroom  and  is 
supported  by  several  of  the  largest 
national  private  foundations,  and 
the  National  Science  Foundation. 

With  the  cooperation  of  ESI,  a 
regional  math  conference  is  planned 
at  Perkins  in  March  of  1966.  Pro- 
fessor David  Page,  Director  of  the 

The  ■following  teachers  have  actively 
participated  in  our  plans  to  introduce 
the  New  Mathematics  into  Perkins 
Lower  School:  Miss  Cynthia  Essex, 
Miss  Lynn  Albright,  Miss  Catherine  L. 
Crowell,  Mrs.  Patricia  Fresina,  Mrs. 
Ruth  Heisler,  Mrs.  Rhoda  Pill,  Mr.  Leo 
Queenan,     and     Miss     Diane     Willey. 

Illinois  Project,  will  speak  at  this 
conference  and  demonstration 
classes  showing  the  use  of  the  proj- 
ect materials  with  blind  children 
will  be  presented  by  the  Perkins 
staff.  Other  participating  schools 
will  include  the  Overbrook  School 
for  the  Blind  in  Philadelphia;  the 
Oak  Hill  School  for  the  Blind  in 
Hartford,  Connecticut;  the  New 
York  Institute  for  the  Education  of 
the  Blind  in  New  York  City;  and 
the  New  York  State  School  for  the 
Blind  in  Batavia,  New  York.  Fur- 
ther details  of  this  conference  may 
be  obtained  from  Mr.  Benjamin  F. 
Smith,  the  Principal  at  Perkins 
School  for  the  Blind,  who  is  in 
charge  of  the  conference  planning 
and  arrangements. 

Demonstration  arithmetic  classes,  at- 
tended by  Lower  School  teachers,  arouse 
eager  responses  in  our  pupils.  After  the 
class,  the  teachers  discuss  ways  in  which 
pupils  reacted. 



Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



WHILE  it  is  our  responsibility  and  constant  practice  at  Perkins  to  em- 
phasize to  every  pupil  the  importance  of  earning  good  grades,  wq 
are  also  constantly  reminding  each  girl  and  boy  that  more  than  good 
grades  are  needed. 

A  striking  example  of  this  took  place  here  last  winter.  We  are  always 
looking  for  competent  blind  men  and  women  to  hire  as  teachers.  There 
are  many  situations  in  which  a  person  who  is  visually  handicapped  can 
understand  better  the  problems  of  blind  youth,  and  many  occasions  on 
which  blind  youngsters  will  turn  for  assistance  more  readily  to  those  who 
do  not  see  than  they  will  to  the  rest  of  us.  For  this  reason  we  welcome 
superior  blind  persons  as  candidates  for  our  teacher-training  program, 
and  are  happy  when — as  happened  last  year — one  is  enrolled  who  subse- 
quently joins  our  staff. 

Last  winter  the  Principal  reported  that  a  vacancy  was  occurring  which 
could  well  be  filled  by  a  blind  man  or  woman.  Among  the  many  letters 
which  come  to  us  from  blind  persons  seeking  positions  were  two  from 
young  men  who  seemed  eminently  suited  for  ttiis  particular  job.  They 
were  invited,  at  School  expense,  to  come  for  an  interview.  As  their  records 
showed,  they  were  men  of  considerable  knowledge  and  intelligence,  with 
some  classroom  teaching  experience  and  acceptable  personalities. 

However,  their  daily-living  skills  were  so  inadequate  that  they  would 


have  been  the  laughing-stock  of  our  pupils.  One  of  them  was  as  clumsy 
in  moving  around  as  anyone  can  imagine;  the  other  one  was  quite  in- 
capable of  handling  his  own  food  at  the  dining  table. 

Somewhere  along  the  line  educators  had  miserably  failed  these  two 
men.  One  of  them  was  educated  in  the  public  schools,  the  other  in  a 
residential  school  for  the  blind.  The  skills  they  lacked  they  could  easily 
have  acquired  had  they  been  urged  to  do  so.  Both  seemed  entirely  ig- 
norant of  their  inadequacy. 

Perhaps  the  most  distressing  aspect  of  this  experience  which  shocked 
many  of  us  last  winter  was  the  fact  that  the  references  which  each  one 
brought  with  him  from  the  superintendent  of  his  school  recommended 
him  wholeheartedly  as  being  entirely  suitable  as  leaders  of  blind  youth. 
It  is  indeed  remarkable  that  in  these  days  when  society  as  a  whole  is 
demanding  that  blind  people  shall  live  lives  as  normal  men  and  women 
that  leaders  in  education  should  not  recognize  their  responsibility  to 
prepare  them  accordingly. 

Those  of  us  who  have  educational  responsibilities  today  are  under 
tremendous  pressure  to  add  many  things  to  the  curriculum.  The  new  ap- 
proaches to  mathematics,  science  and  modern  languages  all  take  up  an 
increasing  amount  of  time.  Mobility  instruction — without  which  few  blind 
people  can  hope  to  succeed  nowadays — requires  many  hours  of  our  young 
boys  and  girls.  Under  these  pressures  we  are  perhaps  giving  too  much  at- 
tention to  what  is  taught  in  the  classroom  and  too  little  attention  to  the 
young  men  and  women  who  will  leave  these  classrooms  behind  them  in  a 
few  years. 

It  is  more  difficult  than  ever  before  to  obtain  admission  into  good  col- 
leges. It  is  probably  true  that  good  grades  are  more  important  than  they 
ever  have  been,  but  it  is  equally  true  that  good  grades  are  not  enough — 
not  nearly  enough. 

Edward  J.  Waterhouse,  Director 


At  the  invitation  of  the  Australian  and  New  Zealand  Association 
of  Teachers  of  the  Blind,  Mr.  William  T.  Heisler  is  traveling  to 
Adelaide,  South  Australia,  in  January  to  participate  in  a  seminar  on 
Teacher  Training. 

En  route  Mr.  Heisler  will  stop  over  in  Beirut,  Lebanon,  and  spend 
a  week  in  India.  He  will  make  a  further  brief  stop  in  Thailand.  After 
his  visit  to  Australia,  which  will  include  visits  to  Sydney  and  Mel- 
bourne, he  will  spend  several  days  in  New  Zealand  and  break  his 
journey  in  Honolulu  on  his  way  home. 



THIS  SCHOOL  YEAR,  1965-1966, 
is  the  thirteenth  in  which  we 
have  been  associated  with  Boston 
University  in  a  program  for  train- 
ing teachers  of  the  blind.  In  Sep- 
tember 1953  our  program  was 
transferred  to  Boston  University 
from  the  Harvard  Graduate  School 
of  Education.  The  Harvard  pro- 
gram dated  from  1920  and  was  the 
first  graduate-level  college  program 
ever  offered  in  our  field. 

Our  thirty-three  years  of  happy 
cooperation  with  Harvard  were  ter- 
minated because  of  the  changing 
emphasis  in  the  Graduate  School  of 
Education  which  under  Dean  Fran- 
cis Keppel — who  is  now  United 
States  Commissioner  of  Education 
— was  concentrating  at  that  time  on 
the  preparation  of  educational  ad- 
ministrators and  research  personnel. 
We  have  always  been  mainly  inter- 
ested in  training  classroom  teachers. 

Now  after  thirteen  years  of  fruit- 
ful association  with  Boston  Univer- 
sity, we  are  planning  to  transfer  our 
program  in  1966  to  Boston  College. 
Once  more  the  move  is  brought 
about  by  the  changing  aims  and 
philosophies  which  make  it  difficult 
for  the  School  of  Education  of  Bos- 
ton University  to  cooperate  in  the 
type  of  program  we  believe  neces- 
sary for  our  teachers  in  training. 

Undoubtedly,  the  most  important  J 
result  of  the  Boston  University-Per-S 

kins  program  was  the  establishment 
in  1956  of  the  first  courses  ever  of- 
fered at  a  graduate  level  for  train- 
ing teachers  of  the  deaf-blind.  This 
program  has,  of  necessity,  been 
limited  in  size.  At  Perkins  we  can 
provide  adequate  amounts  of  obser- 
vation and  practice  teaching  for 
only  ten  trainees  each  year,  but  we 
have  not  been  able  to  find  enough 
suitable  candidates  even  to  fill  these 
few  positions.  Altogether,  sixty-six 
persons  have  obtained  the  Perkins 
Diploma  for  Teachers  of  the  Deaf- 
Blind,  which  is  recognized  by  the 
Conference  of  Executives  of  Ameri- 
can Schools  for  the  Deaf.  This 
number  included  several  persons — 
mainly  from  overseas — who  were 
not  enrolled  at  Boston  University. 

A  rapid  growth  in  our  Deaf- 
Blind  Department  followed  the 
establishment  of  this  course.  This 
represents  a  significant  contribution 
to  the  cause  of  educating  multi- 
handicapped  persons,  and  Boston 
University  has  earned  our  thanks 
for  their  participation  in  this  work. 

We  look  forward  with  pleasure  to 
our  association  with  Boston  College. 
The  plans  being  worked  out  by  the 
Rev.  Charles  F.  Donovan,  S.J., 
Academic  Vice  President,  and  Dr. 
John  R.  Eichorn,  Director  of  Spe- 
cial Education,  offer  promise  of  an 
unusually  important  collaboration 
between  our  two  institutions. 


The  Alumni  Association  have  long  wished  to  have  a  School  Song.  In 
connection  with  this,  they  are  offering  a  competition  for  anyone  who  can 
compose  suitable  music  to  words  which  were  adopted  at  the  annual  re- 
unions last  June. 

Alma  Mater 

Hail  to  Thee,  our  Alma  Mater, 
Hail  to  thee,  O  School  so  dear. 
All  thy  children,  past  and  present. 
Raise  their  voices  loud  and  clear 
To  give  thanks,  and  to  give  homage. 
For  the  wonders  you  have  wrought; 
All  we  are,  and  ever  hope  for 
Perkins  School  we  owe  to  thee. 

To  the  young  and  to  the  growing 
In  the  class,  and  on  the  grounds. 
Life's  great  lessons  you  have  taught  us, 
Truth  enduring,  truth  profound. 
Where  we  live  or  where  we  travel. 
All  we  are,  and  hope  to  be, 
Perkins  School,  our  Alma  Mater, 
What  we  are  we  owe  to  thee. 






The  rules  of  the  competition  are  as  follows: 

Competition  is  open  to  all  past  and  present  Perkins  pupils. 
Music  can  be  submitted  in  braille,  ink  or  on  tape. 
Use  a  code-name  to  hide  your  identity. 

Be  sure  to  include  your  code  name  with  your  name  and  address  in  a 
sealed  envelope  and  mail  to  Manuel  Rubin,  24  Pearl  Street,  E.  Bridge- 
water,  Mass.  together  with  your  entry. 

The  contest  will  close  on  March  4,  1966.  No  entries  will  be  accepted 
after  that  date. 
No  entries  will  be  returned. 
The  Prize  is  one  hundred  dollars. 

Row:  Shou-teng  Hsu  (TAIWAN);  (Mrs.)  Eleanor 
Eskin;  Billie  Young;  Gale  Kigel;  Bonnie-Jeanne 
Booth;  Sadako  Imamura  (JAPAN);  Joan  Milesky; 
Susan  Allen;  Setsuko  Iwauchi  (JAPAN);  G.  L. 
Sharma  (INDIA);  Viraj  Sritulanond  (THAILAND); 
Dr.  Waterhouse.  Middle  Row:  Mr.  Heisler,  Mr. 
Hoff,  Patricia  Darnley  (AUSTRALIA);  (Mrs.)  Dor- 
othy Walsh;  Margaret  Brearley;  K.  A.  Thaker  (IN- 
DIA); Roslyn  Jonas  (AUSTRALIA);  Kathleen  Ca- 
puto;  Olga  Estrella  (DOMINICAN  REPUBLIC); 
Beth  Watson;  Marjorie  Blum;  Barbara  Hoelle;  John 
Stager;  K.  R.  Advani  (INDIA).  Bottom  Row:  (Mrs.) 
Anna  Tie  (MALAYSIA);  Elisha  Machado  (MAL- 
AWI); Thuan  Vuong  (VIETNAM);  Marina  Fair- 
bank;  Ann  McDonnell;  Maribeth  Perkins;  Kee  Oak 
Kim  (KOREA);  J.  M.  Trivedi  (INDIA). 


PLANS  are  progressing  rapidly 
for  the  joint  celebration  by 
Perkins  and  the  Industrial  tlome 
for  the  Blind  of  the  centennial  of 
the  birth  of  Anne  Sullivan  which 
took  place  on  April  14,  1866. 

Although  confirmation  of  some 
of  the  details  must  wait  until  later, 
the  following  events  are  now  defi- 
nitely scheduled  for  next  April: 

Tuesday — April  12 — Open  House 
9:00  A.M.-12:00  noon  and  2:00 
P.M.-4:00  P.M.  at  the  Department 
for  Deaf-Blind  Children  on  the 
Perkins  campus.  Tickets  required. 
Wednesday — April  13 — An  all- 
day  Semmar  on  The  Education  or 
Deaf-Blind  Children  at  Perkins. 
Invited  guests  will  include  State  Di- 
rectors of  Special  Education,  Su- 
perintendents of  Schools  currently 
educating  deaf-blind  children,  and 
representatives  of  the  Department 
of  Health,  Education  and  Welfare. 
be  given  in  Dwight  Hall  at  8:00 
P.M.,  and  Anne  Sullivan  Centen- 
nial Awards  will  be  given  to  out- 
standing teachers  of  deaf-blind 

Thursday — April  14 — A  seminar 
on  Services  for  Deaf-Blind  Adults 
will  be  held  for  rehabilitation  work- 
ers in  the  area  served  by  the  Anne 
Sullivan  Macy  Program  for  the 
Deaf-Blind  of  the  Industrial  Home 
for  the  Blind  in  Brooklyn,  New 

Isaac  Oble,  of  Atlanta,  Georgia,  helps 
Sharon  Daniels,  of  Climax  Springs,  Mis- 
souri, to  nnanage  her  tricycle. 

That  evening  the  CENTENNIAL 
DINNER  will  be  held  in  a  New 
York  hotel,  with  Anne  Sullivan 
Commemoration  Awards  going  to 
Workers  with  Deaf-Blind  Adults. 
Friday — April  15 — An  all-day  Sem- 
inar in  Brooklyn  for  Community 
Workers  with  the  Deaf-Blind. 
Saturday — April  16 — The  Perkins 
Chorus  of  seventy-five  voices,  and 
a  number  of  deaf-blind  pupils  will 
travel  by  chartered  plane  to  Wash- 
ington, D.  C,  to  rehearse  for  Sun- 
day's event. 

Sunday — April  17 — At  eleven  in 
the  morning  a  MEMORIAL  SERV- 
ICE will  be  held  in  Washington 
National  Cathedral.  The  Perkins 
Chorus  will  take  part  in  the  Serv- 
ice, after  which  a  number  of  deaf- 
blind  guests  from  throughout  the 
country  will  place  flowers  at  Anne 
Sullivan's  Shrine. 

On  Monday  an  event  which  is  still 
in  the  planning  stage  will  include 
the  presentation  .of  awards  in  Wash- 
ington to  outstanding  deaf-blind 
adults.  The  details  of  the  location 
will  be  announced  later. 

A  twelve  page  folder  tell- 
ing about  the  background 
of  the  Anne  Sullivan  Cen- 
tennial Commemoration  is 
available  on  request. 

Pupils  and  teachers  alike  owe  a  debt  to 
Anne  Sullivan.  Teachers  are  inspired  by 
her  exannple;  the  future  of  every  deaf- 
blind  child  is  brighter  as  the  result  of  the 
partnership  of  Anne  Sullivan  and  Helen 

"Without  speech  a  person  is  not  com- 
plete," wrote  Helen  Keller.  Mrs.  Bette 
Van  Buskirk  chats  infornnally  with  Angelia 
Babbs.  Mr.  Leo  Queenan  uses  the  Vibra- 
tion   Method    in   teaching    Chan    Poh    Lin. 

Anne  Struzzolo,   Waltham,    Massachusetts,    operating   the    Brailler  with    extension   keys. 

Perkins  Brailler  with  Extension  Keys 

FOR  SOME  YEARS  the  Howe  Press 
has  manufactured  what  has  been 
called  the  Unimanual  Brailler  which 
— as  its  name  indicates — could  be 
operated  by  one  hand. 

The  same  result  is  now  obtained 
by  a  much  simpler  device.  This  con- 

sists of  extension  keys  which  are 
brought  together  in  a  smaller  com- 
pass so  that  they  can  be  operated 
by  one  hand. 

While  this  machine  is  useful  for 
the  relatively  few  boys  and  girls 
who  lack  a  hand  or  who  are  only 
able  to  use  one  hand,  there  are 
many  people  who  find  it  helpful  to 
be  able  to  read  braille  with  one 
hand  and  to  take  notes  or  copy 
what  they  are  reading  with  the 

The  price  of  the  braille  writer 
with  these  extension  keys  is  one 
hundred  dollars,  plus  insurance. 
The  extension  keys  may  be  pur- 
chased separately  for  ten  dollars. 

Another  piece  of  new  equipment 
is  the  folding  foot-rule,  available 
from    the    Howe    Press    for    $1.75. 




Recently  Perkins  was  visi+ed  by  Mr.  Takayoshi  Wananne,  a 
skilled,  young  Japanese  violinist.  (Left)  Mr.  Waname  and  his 
mother  with  Mr.  Paul  Bauguss,  Director  of  Music;  and  Mr. 
Leonid  Milk  who  accompanied  him  in  his  Recital  in  Dwight 
Hall.    (Right)    Mr.   Waname   captivated   his   audience. 

"It  wouldn't  be  Hallowe'en  without  pumpkins  and  a  Dough- 
nut-Eating Contest."  The  children  preparing  pumpkins  are  in 
the  Deaf-Blind  Department,  and  the  doughnut-eating  boys  are 
in  Potter  Cottage. 

All  Cottages  had  suitable  activities,  with  parties  in  the 
Lower  School,  and  activities  which  involve  bringing  in  students 
from  outside  at  both  Junior  High  and  Senior  High  levels. 
The  Senior  High  boys  and  girls  had  dances. 


Inside  a  communications  plane  which  tax- 
ied     the      seniors      across      the      airport. 

A   high  wind   did    not   prevent  the  seniors 
from    inspecting    a    plane   on   the   runway. 


FIELD  TRIPS  form  an  important  part  of  the  Perkins  program.  Par- 
ticularly in  the  fall  and  spring,  groups  of  children,  from  the  kinder- 
garten up,  travel  off  campus  frequently  on  expeditions  of  real  educa- 
tional value. 

Recently  the  seniors  were  guests  of  the  Air  Force  at  Hanscom  Field 
in  Bedford,  Massachusetts.  Photos  courtesy  of  the  Air  Force. 

Susan   Wehr  discovers   what    happens    when   the    rip   cord    on    a    parachute    is    pulled. 


FOR  a  week  in  October,  the  eyes  and 
ears  of  the  Japanese  Broadcasting 
Corporation  were  focused  on  Perkins. 
During  this  time,  material  was  prepared 
for  a  telecast  entitled  SEARCHING  FOR 
LIGHT  and  for  a  radiocast  of  the  same 
name.  These  will  be  broadcast  through- 
out the  length  and  breadth  of  Japan 
on  January  9,  1966^ 

While  most  parts  of  our  program 
will  be  included  in  these  broadcasts, 
major  attention  was  devoted  to  the 
deaf-blind,  since  work  in  this  particular 
field  is  in  the  early  stages  in  Japan. 

Above:  The  NHK  team  at  work  in  the  class- 
room under  the  watchful  eye  of  Mrs.  Rose 
Vivian,  Supervising  Teacher  in  the  Depart- 
ment for  Deaf-Blind  Children.  Right  fop: 
Dr.  Sadako  Imamura  with  the  producer  and 
camera-man  observe  the  Vibration  Method 
in  the  Deaf-Blind  Department.  Second  from 
fop:  Japanese  TV  team  in  the  Lower  School 
courtyard  with  Dr.  Imamura  who  assisted 
them  as  interpreter.  ( Leff  fo  right)  Mr.  Shi- 
genari  Futagami,  leader  of  the  team;  Mr. 
Kinzo  Kezuka,  camera  man;  and  Mr.  Taiji 
Shirakawa,  producer.  Dr.  Imamura  is  a  spe- 
cial student  this  year  in  the  Perkins  Deaf- 
Blind  Department.  Third  from  fop:  As  an  in- 
troduction to  the  film  which  would  shov/ 
some  of  the  natural  beauty  of  New  England, 
four  of  our  children  were  photographed  at 
Arnold  Arboretum.  Bottom:  Mr.  Kinzo  Kezuka 
photographs  a  regular  Physical  Education 
class  of  Lower  School  pupils  led  by  Miss 
Karin  Winzer. 

Annual  Sports  Car  Rally 

A  large  number  of  Perkins  students  participated  in  the  Fifth  Annual  Quannapowitt 
Sports  Car  Association  Rally  late  in  September.  Robbie  L.  Collins  was  the  winning 
navigator.  Above  he  shows  his  trophy  to  two  fellow  students  in  the  deaf-blind  depart- 
ment— Billy  Begay  and  Isaac  Obie — ^as  Doris  McDonald,  driver  of  the  winning  car 
looks  on.  This  picture  appeared  in  the  Boston  Herald. 


ON  August  2,  1965,  while  most 
of  us  were  away  on  our  vaca- 
tions, Miss  Kelly  died  after  several 
months  of  sickness. 

Miss  Kelly  was  not  only  the  first 
Social  Worker  Perkins  employed, 
but  is  believed  to  be  the  first  ever 
employed  by  any  school  or  agency 
for  the  Blind.  Dr.  Edward  E.  Allen 
hired  her  in  1917  soon  after  her 
graduation  from  Simmons  School 
of  Social  Work. 

Miss  Kelly  acquired  an  interest  in 
working  for  blind  people  when 
quite  young.  When  she  was  still  a 
high-school  student  in  Philadelphia 
she  did  a  great  deal  of  volunteer 
work  reading  to  blind  people,  and 
learned  braille. 

From  high  school  she  entered 
Wellesley  College  and  transferred 
her  volunteer  interests  to  Perkins. 
She  also  did  volunteer  work  when- 
ever   possible    for    Miss    Florence 

Birchard  with  whom  she  subse- 
quently worked  with  the  Massachu- 
setts Commission  for  the  Blind. 

She  did  not  remain  with  Perkins 
very  long,  for  during  the  War  years 
she  went  abroad,  working  under  the 
Red  Cross  in  a  special  unit  for 
blinded  soldiers  under  Major  Migel. 
After  several  years  in  Europe  she 
returned  to  the  United  States,  and 
among  other  positions  she  was  di- 
rector of  Social  Work  in  the 
Orange,  New  Jersey,  Hospital  for 
over  eight  years. 

In  1952  she  rejoined  our  staff  as 
Social  Worker  where  she  remained 
until  her  retirement  in  1959. 

Miss  Kelly  not  only  enriched  the 
lives  of  the  pupils  in  our  School, 
but  she  did  much  to  help  parents 
face  the  separation  which  their 
children's  coming  to  school  brought 
about.  Both  parents  and  pupils  re- 
member her  with  great  affection. 












Tues.  &  Wed. 















Fri.  &  Sat. 





Tues.  &  Wee 







Sun.  &  Mon. 











29-30      Fri.  &  Sat. 


January  through  April  1966 


Pupils  Return 

Classes  Resume 

Annual    Wrestling    Rally.   Wrestling    Season    be- 
gins at  Perkins  against  Wellesley 

Scholastic  Aptitude  Tests 

Annual  Volunteers  Night 

Mid-Year  Exams 

Girls  Winter  Dance 

Long  Weekend  begins  at  noon 

Washington's  Birthday 

Classes  Resume 

Eastern  Athletic  Association  for  the  Blind  Wres- 
tling Tournament  at  Staunton,  Virginia. 

Perkins  Athletic   Association  Annual    Banquet   at 
Thompkins  Cottage 

Drama  Club  performances 

Annual     OPEN     HOUSE     preceded     by     Parents 

Easter  Vacation  begins  at  noon 

Pupils  return 

Classes  Resume 

Open  House,  Deaf-Blind  Department 

Seminar  on  the  Deaf-Blind 

Anne    Sullivan    Memorial    Centennial    Commem- 
orative Demonstrations  in  Evening 

Perkins  Chorus  to  Washington,  D.  C.  to  rehearse 
in  National  Cathedral. 

Anne   Sullivan   Memorial   Service   in   Washington 
National  Cathedral 

Annual  Music  Festival  at  Hartford,  Connecticut 



PERKINS  School  for  the  Blind  is  widely  recognized  as  being  a  pioneer 
institution  in  the  education  of  the  blind  and  the  deaf-blind.  This  reputa- 
tion extends  almost  from  our  earliest  days,  and  perhaps  the  chief  reason 
why  this  has  been  possible  has  been  the  existence  of  our  endowment 
fund  which  likewise  dates  back  to  our  early  beginnings. 

In  pioneering,  each  new  step  usually  requires  money  that  has  not  been 
provided  in  the  budget.  New  steps  are  essentially  experimental  in  nature. 
Usually  they  cost  very  little,  but  if  they  lead  to  a  successful  program,  the 
money  involved  soon  becomes  considerable.  As  we  look  back  over  our 
records  we  can  see  how  little  money  must  have  been  needed  by  Dr.  Howe 
to  admit  Laura  Bridgman  to  the  School.  Yet  his  success  with  this  pupil — 
the  first  deaf-blind  student  to  be  educated  anywhere — has  led  to  our 
present  Deaf-Blind  Department  with  an  annual  budget  of  almost  two 
hundred  thousand  dollars,  half  of  which  comes  from  our  own  private 

In  the  same  way,  the  first  Kindergarten  Cottage  built  in  the  United 
States  by  Michael  Anagnos,  our  second  Director,  was  relatively  inexpen- 
sive. In  time  the  Lower  School  program  was  consuming  perhaps  as  much 
as  a  third  of  our  total  budget. 

So  it  has  been  with  each  forward  step.  Fortunately,  on  each  occasion 
the  extra  budgetary  funds  which  we  needed  were  available.  No  appropria- 
tions committee  had  to  be  persuaded  that  what  was  considered  good 
enough  for  their  generation  was  not  good  enough  for  the  next  and  would 
most  certainly  be  entirely  inadequate  for  the  generations  to  follow.  Our 
Trustees  who,  since  our  founding,  have  invariably  welcomed  taking 
forward  steps,  have  put  things  into  motion  each  time  and  have  kept  the 
programs  going. 

As  with  every  private  school  and  college  that  is  keeping  abreast  or 
ahead  of  the  times,  Perkins  needs  to  see  its  endowment  grow.  Through 
bequests  and  donations,  and  through  a  few  Government  Grants,  we  have 
been  able  to  expand  existing  services  and  add  new  ones  as  needed.  We 
are  confident  that,  as  in  the  past,  our  friends  will  support  us  in  ever  in- 
creasing amounts. 



I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the 
Blind,  a  corporation  duly  organized  and  existing  under  the  laws  of  the 
Commonwealth  of  Massachusetts,  the  sum  of  dollars 

($  ),  the  same  to  be  applied  to  the  general  uses  and  purposes 

of  said  corporation  under  the  direction  of  its  Board  of  Trustees;  and  I 
do  hereby  direct  that  the  receipt  of  the  Treasurer  for  the  time  being  of 
said  corporation  shall  be  a  sufficient  discharge  to  my  executors  for  the 


I  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and  existing  under  the  laws  of  the  Com- 
monwealth of  Massachusetts,  that  certain  tract  of  real  estate  bounded 
and  described  as  follows: 

*  (Here  describe  the  real  estate  accurately) 
with  full  power  to  sell,  mortgage  and  convey  the  same  free  of  all  trust; 


The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 


Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109 


The  Perkins  Tower 

Charms  and  tie  clips  of  the  Perkins  Tower  can  bring  back  pleas- 
ant nnennories  of  the  Perkins  Campus.  Order  from  the  Director's 


Charm:  Sterling   Silver  $   3.00 

Charm:   I4K  Gold  11.00 

Tie  Tac:  Sterling  Silver  3.00 
Tie  Clasp:  Sterling  Silver       5.50 

Packaging  for  any  of  the 
above  items: 

Gift  Box 


Have  you  heard  The  Perkins  Chorus? 

A  recording  by  The  Perkins  Chorus  of  "Une  Cantate  de  Noel" 
by  Honegger  and  "Gloria"  by  Francis  Poulenc  is  available 
for  $3.50  plus  .25  postage  and  handling.  Order  fronn  the  Di- 
rector's secretary,  specifying  Stereo  or  Monaural. 


Anne  Sullivan  Centennial  Commemoration 




HC  ^ 



Vol.  XXXV,  No.  3 
March  1966 


COVER  PHOTO— For  over  fifty 
years  Anne  Sullivan  stood  at  Helen's 
side  and  it  is  thus  that  we  see  them  in 
nnost  pictures.  This  photograph  of 
Anne — taken  at  about  the  time  she 
went  to  Alabama — is  one  of  the  few 
pictures  of  her  alone. 

Table  of  Contents 

The  Anne  Sullivan  Legacy 3 

Anne  Sullivan  in  Pictures 6 

Anne  Sullivan's  Legacy  at  Perkins  1966 10 

Editorial:  That  They  May  Be  Less  Neglected,  Less  Lonely 20 

Helen  Keller  and  the  Anne  Sullivan  Commemoration 21 

Excerpts  From  Anne  Sullivan's  Letters  22 

Thank  You  "Annie" 23 

"Dear  Elizabeth" 26 

A  Chat  with  a  Perkins  Alumnus 28 

The  Anne  Sullivan  Centennial  Commemoration   30 

Anne  Sullivan  Award  Winners  31 

Anne  Sullivan  Centennial  Commemoration  Events 32 

The  Mike  Douglas  Show  on  T.V.  which  originates  from  Philadel- 
phia on  Tuesday,  April  19th  will  pay  tribute  to  ANNE  SULLIVAN. 
Anne  Bancroft  will  participate,  with  Dr.  Waterhouse  and  Dr.  Salmon. 

This  will  be  re-broadcast  from  sixty  stations  from  Boston  to  Hono- 
lulu during  the  following  weeks.  In  Boston  it  will  be  on  Channel  4  at 
12:30  p.m.  on  Tuesday,  April  26th. 

At  various  times  during  the  Anne  Sullivan  Commemoration  Week 
April  10-17,  fifty-eight  Educational  Television  Stations  will  show  the 
Perkins  film  "CHILDREN  OF  THE  SILENT  NIGHT".  In  Boston 
this  will  be  on  Channel  2  at  7:00  p.m.  on  Easter  Sunday. 


riE  EDUCATION  of  the  deaf-blind 
did  not  begin  with  Anne  Sul- 
livan but  w^ith  Samuel  Gridley 
How^e,  the  first  director  of  Perkins. 

Anne  was  born  in  1866.  It  was  in 
1837  that  Laura  Bridgman,  who 
was  scarcely  eight  years  old,  came 
to  Perkins,  a  school  which  was  even 
younger  than  herself.  She  had  lost 
sight,  hearing,  smell  and  taste 
through  a  ravaging  fever  in  infancy. 

Dr.  Howe  did  not  know  whether 
such  a  person  could  actually  be 
educated.  No  one  had  ever  tried  to 
do  this.  Hundreds  of  blind  children 
had  been  taught  throughout  the 
ages,  particularly  in  the  several 
decades  just  past.  The  same  was 
true  of  the  deaf.  The  blind  had  been 
taught  through  sound  and  the  deaf 
through  sight.  Laura  had  neither. 
She  could  not  speak,  she  could  only 
communicate  through  a  few  signs. 

The  story  of  Laura's  progress 
has  been  fully  recorded  by  Dr. 
Howe  and  others,  including  Charles 
Dickens.  From  this  time  on  no  edu- 
cator doubted  the  feasibility  of 
teaching  through  touch  and  feeling. 

When    in    1887    Anne    Sullivan 

began  her  work  with  Helen  Keller 
in  Albama,  she  was  fully  acquainted 
with  what  Dr.  Howe  had  accom- 
plished with  Laura.  She  also  knew 
Laura,  who  was  still  very  much 
alive  at  Perkins.  In  innumerable 
ways,  Laura  must  have  been  a 
source  of  great  encouragement  to 
Anne,  especially  in  the  earliest 
weeks.  In  other  ways  she  must  also 
have  been  something  of  a  discour- 

To  Anne  Sullivan,  whose  appall- 
ing childhood  experiences  have 
been  well  recorded  by  Nella  Brady,* 
freedom  and  independence  were 
among  the  most  precious  gifts  a 
man  or  woman  could  have.  Laura 
had  learned  to  read  and  write.  She 
corresponded  easily  with  her 
friends.  Using  the  manual  alphabet 
she  could  "speak"  to  those  few  who 
knew  the  signs.  She  was  an  accom- 
plished needle  woman.  She  was  as 
"well  educated"  as  many  a  fashion- 
able lady  of  her  time.  She  was  of  a 

*  Anne  Sullivan  Macy,  The  Story  Be- 
hind Helen  Keller  by  Nella  Brady,  1933 
Doubleday  Doran  and  Co.,  N.  Y. 

religious  nature  and  found  much 
contentment  in  her  Baptist  faith. 

However,  she  was  entirely  de- 
pendent on  Perkins.  In  Perkins 
Publication  No.  11  published  in 
June,  1934  Miss  Anne  Gardner 
Fish  writes  on  "Perkins  Institu- 
tion and  Its  Deaf-Blind  Pupils 
1837-1933"  and  says  this  of  Laura: 

"When  she  was  twenty-three 
years  old  it  was  thought  best  for 
her  to  rejoin  her  family  but  the 
experiment  came  near  to  causing 
the  death  of  the  sensitive  being. 
She  pined  for  her  institution  home 
and  friends  until  her  life  was  really 
despaired  of  and  the  journey  back 
to  South  Boston  was  undertaken 
with  many  misgivings  and  fears. 
But  she  survived  it,  soon  regained 
her  usual  good  health,  serenity  of 
spirit  and,  to  the  end  of  her  life 
(May  24,  1889),  enjoyed  the  hos- 
pitality of  the  school  and  the  pleas- 
ant association  with  her  friends 
there,  a  provision  in  Dr.  Howe's 
will  having  made  this  possible." 

Moreover  she  never  learned  to 
talk.  As  far  as  is  known  neither 
she  nor  Dr.  Howe  considered  the 
possibility  of  teaching  her  articu- 
lation, although  Dr.  Howe  was  a 
great  crusader  for  the  oral  method 
of  instructing  the  deaf. 

Anne  might  rightly  wonder 
whether  Dr.  Howe  had  succeeded 
fully  with  Laura.  If  by  success  in 
teaching  we  mean  developing  the 
pupil's  fullest  potential,  there  is 
room  for  doubt.  Some  of  Howe's 
blind  pupils  had  gone  on  from  Per- 
kins to  careers  at  Harvard  and 
other  colleges.  Blindness  had  not 
prevented  them  from  functioning 
at  a  level  which  seemed  close  to 
what  they  could  have  reasonably 
expected  to  reach  had  they  pos- 
sessed normal  sight.  Certainly  they 
lived  normal  lives. 

Not    so    Laura.    Remarkable    as 

she  was  and  vastly  important  as 
she  is  in  the  history  of  the  educa- 
tion of  the  handicapped,  she  did 
not  live  the  normal  life  which  since 
Howe's  time  Americans  have  con- 
sidered a  reasonable  goal  for  the 
blind.  Her  adulthood  did  not  in  any 
way  correspond  to  what  she  would 
have  experienced  if  she  had  not  lost 
her  sight  and  hearing. 

WHEN  Anne  went  to  Alabama  it 
was  still  by  no  means  clear 
that  any  one  who  was  deaf  and 
blind  could  ever  attain  a  normal 
mode  of  life.  What  Dr.  Howe  had 
left  unproved,  Anne  Sullivan  and 
Helen  Keller  demonstrated  with 
such  resounding  success  that  the 
echoes  are  still  heard  wherever 
handicapped  children  are  taught. 

Helen's  physical  dependency  on 
Anne  Sullivan,  Polly  Thompson  and 
others  has  no  doubt  been  irksome  to 
her.  But  her  mind  has  known  a 
freedom  few  of  us  have  ap- 
proached. In  her  speeches  and  writ- 
ings, her  conversations  and  friend- 
ships she  has  accomplished  what 
only  the  best-read  and  best-in- 
formed persons  can.  Had  Helen 
possessed  all  her  senses  she  might 
have  done  more  of  these  things — 
written  more  books,  travelled  fur- 
ther, made  more  friends — but  it  is 
difficult  to  believe  that  the  books 
would  have  been  any  better  and  the 
friendships  more  firmly  established. 

In  educating  Helen,  Anne  Sul- 
livan did  not  of  course  prove  that 
all  deaf-blind  persons  are  geniuses, 
though  all  too  often  parents  of 
deaf-blind  children  find  comfort 
in  such  a  delusion.  What  seems 
clear  is  that  she  showed  that  what- 
ever native  ability  exists  in  a  deaf- 
blind  child  can  be  helped  to  emerge 
from  behind  the  barriers  that  blind- 
ness   and    deafness    erect.    Nor    is 

this  proof  confined  to  the  deaf- 
blind.  It  is  applicable  to  all  children 
struggling  to  attain  their  maximum 
potential  and  to  all  teachers  who 
struggle  beside  them. 

Anne  and  Helen  pointed  out  no 
easy  way  to  success.  For  both  of 
them  the  effort  was  of  heroic  pro- 
portions. Anne  soon  discovered  the 
magnificence  of  Helen's  intellect. 
She  was  not  the  only  teacher  in  the 
world  who  has  been  challenged  to 
keep  pace  with  a  genius.  The  mag- 
nitude of  the  physical  effort  re- 
quired by  each  of  them  is  appalling 
to  contemplate.  Millions  of  words 
were  spelled  from  hand  to  hand. 
There  were  unending  hours  of 
practice  with  Helen's  speech.  In 
many  cases  when  textbooks  were 
lacking,  Anne  brailled  them.  And 
all  through  these  years  Anne's 
sight  fluctuated,  frequently  caus- 
ing her  almost  unbearable  pain. 

Had  not  each  one  of  these  two 
demanded    perfection     of    herself 

results  would  have  been  vastly  dif- 

THERE  WAS  MORE  to  Anne  than 
being  a  teacher.  As  a  compan- 
ion in  Helen's  adult  years  she  con- 
tinued to  protect  Helen  from  any- 
thing that  would  inhibit  her  freedom 
and  continued  to  provide  her  with 
all  sources  of  information  she 
needed.  For  half  a  century  she 
found  her  own  freedom  in  this. 

Above  all  she  was  a  notable  per- 
sonality in  her  own  right,  gracious, 
witty,  and  loyal  and  above  all  self- 
effacing.  The  dirty  neglected  child 
who  learned  to  fight  for  her  own 
rights  in  the  Tewkesbury  poorhouse 
grew  into  a  woman  who  sought 
nothing  for  herself,  but  everything 
for  Helen.  And  through  all  this 
time  she  herself  was  struggling 
with  her  own  disabilities. 

This  life  is  the  legacy  Anne 
Sullivan  left  for  us  to  celebrate 
in   1966. 

She  was  obliged  to  begin  her  education  at  the  lowest  and  most  ele- 
mentary point;  but  she  showed  from  the  very  start  that  she  had  in  herself 
the  force  and  capacity  which  insure  success.  .  .  .  She  has  finally  reached 
the  goal  for  which  she  strove  so  bravely.  .  .  .  Miss  Sullivan^s  talents  are 
of  the  highest  order. 

Mr.  Michael  Anagnos,  Director  of  Perkins, 
in  his  report  of  1887 

'7  am  most  thankful  for  the  blessed  Teacher  sent  from  heaven,  Anne 
Sullivan  Macy.  I  feel  no  more  her  hand  that  broke  my  fetters,  poured 
sunshine  into  the  shadows,  and  built  me  a  sweet  nest  of  companionship; 
but  her  spiritual  nearness  still  fills  my  mind  with  light,  my  work  with  in- 
spiration, and  my  heart  with  courage  for  self-consecration  to  the  service 
of  others.'' 

Helen    Keller   at   the   time   of 
Anne  Sullivan's  death  in  1936. 

Anne  Sullivan 
in  Pictures 

''The  most  important  day  I  remember  in  all  my  life  is 
the  one  on  which  my  teacher,  Anne  Mansfield  Sullivan, 
came  to  me,  I  am  filled  with  wonder  when  I  consider 
the  immeasurable  contrast  between  the  two  lives  which 
it  connects.  It  was  the  third  of  March,  1887,  three 
months  before  I  was  seven  years  old,'' 

from  The  Story  of  My  Life 

Helen  Keller 

The  words  so  patiently 
spelled  into  Helen's  hand 
finally  took  on  meaning  and 
became  language  and 

At  Radcliffe  Anne  spelled 
millions  of  words  into 
Helen's  hands  and  helped 
her  look  up  words  in 
French,  Latin  and  German 
dictionaries.  When  Braille 
books  weren't  available, 
Anne  often  brailled  them. 
As  one  girl  said,  "Radcliffe 
should  also  have  given 
Miss  Sullivan  a  degree." 





^  I 

Above:  Helen  with  Anne  at  her  side  lec- 
tured widely.  This  formal  picture  may 
have  been  used  for  publicity  at  the  time. 

Left:  Both  Anne  and  Helen  considered 
Dr.  Alexander  Graham  Bell  one  of  their 
dearest  friends. 

Below  leff:  John  Macy  whom  Anne  mar- 
ried in  1905  with  Helen  and  Anne. 

Opposite  page  Top:  In  1918 
Helen  made  a  movie  in 
Hollywood.  While  the  movie 
was  not  a  success  they  en- 
joyed meeting  the  famous 
and  glamorous. 

Middle:  Helen  wrote  many 
books.  Here  she  dictates  by 
spelling  into  Anne's  hand 
who  speaks  into  the  ma- 

Boffom:  In  1931  Temple 
University  gave  Anne  an 
honorary  doctorate  degree. 


A  PERSON  visiting  the  Deaf-Blind 
L  Department  at  Perkins  in  1966 
would  not  perhaps  find  in  our 
teachers  and  pupils  any  obvious 
resemblances  to  Anne  Sullivan  and 
Helen  Keller,  but  a  close  study 
would  reveal  that  what  is  being 
attempted  is  very  much  in  the  tradi- 
tion these  two  women  established. 

Among  the  thirty  or  more  deaf- 
blind  children  of  all  ages  from  five 
upwards  wide  variations  in  condi- 
tions and  needs  exist.  Currently 
there  are  two  girls  who  cannot 
be  considered  children  for  they 
are  twenty-two.  As  Anne  Sullivan 
adapted  herself  with  extraordi- 
nary flexibility  and  ingenuity  to 
meet  Helen's  needs,  the  men  and 
women  of  our  department,  both 
teachers  and  attendants,  seek  to 
adapt  curriculum  and  techniques 
to  meet  the  needs  of  each  child 
each   hour   of  every   day. 

The  most  obvious  difference  be- 
tween our  children  and  the  child 
Helen  Keller  is  seen  in  the  fact  that 
most  of  them  have  some  sight. 
Many  of  them  have  some  hearing. 
All  of  them,  however,  have  a  handi- 
capping combination  of  visual  and 
auditory  losses.  Our  program  is 
planned  to  counter  the  effects  of 
this  combination. 

It  is  usually  very  difficult  for 
schools  for  the  blind  to  absorb  into 

their  programs  children  who  do  not 
have  normal  hearing.  The  trained 
teacher  of  the  blind  has  learned  to 
exploit  his  pupil's  listening  powers 
to  their  fullest.  Similarly  teachers 
in  schools  for  the  deaf  require 
their  pupils  to  make  unusually 
heavy  demands  on  their  eyes.  Con- 
sequently when  both  defects  are 
present  in  one  child,  even  though 
one  defect  (and  occasionally  both) 
may  not  be  severe,  the  child  finds 
himself  misplaced  in  a  school  for 
the  deaf  or  for  the  blind. 

These  children  need  a  program 
that  will  not  demand  more  than 
they  can  give  of  looking  and  listen- 
ing. This  program  we  seek  to  pro- 

Some  of  our  children  are  so  deaf 
that  like  Helen  Keller  they  have  to 
learn  speech  by  vibration  since  they 
are  either  totally  blind  or  can  only 
see  lips  at  a  short  distance.  These 
children  more  nearly  approach  the 
general  concept  of  what  is  meant  by 

The  process  of  teaching  lip-read- 
ing by  touch  and  then  reproducing 
the  vocal  vibrations  to  produce 
speech  has  been  developed  consid- 
erably since  Helen  Keller's  child- 
hood. Consequently  we  have  had  a 
number  of  totally  deaf  pupils  who 
speak  far  better  than  she  does.  Her 
speech  never  satisfied  her  and  it  was 


Sharon  and  her  teacher  Miss  Elizabeth  Van  Arnam  work 
on  speech  using  the  vibration  method.  Sharon  tries  to 
repeat  the  sounds  she  has  "heard"  through  her  fingers 
on  her  teacher's  lips  and  throat. 


a  source  of  deep  disappointment  to 
her  all  her  life  that  it  was  not  easy 
for  strangers  to  understand. 

Probably  no  one  expects  to  come 
across  pupils  like  Helen  Keller 
among  our  children,  for  the  chances 
of  being  born  a  genius  are  far  less 
than  they  are  of  being  born  a  mil- 
lionaire. Our  children  range  widely 
in  ability.  Some,  like  Helen,  are 
eager  to  learn.  Some  need  constant 
coaxing  and  prodding.  Some  are 
outgoing,  seeking  social  contacts. 
Some  are  passive.  Some  enjoy  every 
experience.  Some  tolerate  existence. 
A  few  rebel  at  life. 

Whatever  their  needs  the  teachers 
try  to  provide  them.  When  Anne 
Sullivan  and  Mr.  Anagnos  were 
discussing  her  plans  for  going  to 
Alabama  she  is  said  to  have  ex- 
pressed a  longing  to  "go  somewhere 
where  I  am  needed".  This  is  what 
we  seek  to  do.  The  needs  of  deaf- 
blind  children  are  varied  and  often 
very  great.  It  is  our  constant  desire 
to  meet  these  needs  as  fully  and 
promptly  as  can  be.  In  this  a 
teacher  is  frequently  challenged  to 
give  of  herself  far  beyond  the  usual 
limits  of  responsibility.  Here  they 
truly  follow  Anne  Sullivan's  exam- 
ple though  knowing  full  well  that 
there  will  follow  no  fame  like  hers. 
Indeed  it  is  with  pupils  whose 
chances  of  success  are  least  that 
the  challenges  to  the  teacher  are 
often  the  greatest,  and  these  satis- 
factions are  often  the  most  reward- 

ANNE  Sullivan,  however,  sought 
^  no  fame  and  shunned  it  when 
it  came  nearby.  Her  rewards  came 
from  each  conquest  over  the  limita- 
tions deafness  and  blindness  im- 
posed; the  school  lesson  learned, 
the  improved  pronunciation  of 
words,  the  insight  gained  or  the 
sense  of  independence  enhanced, 
the  social  horizon  broadened.  From 
these  emerged  a  more  truly  human 



T ^' 

"^ 1 

Above:  Leo  Queenan  and  Chan  Poh   Lin  hard  at  work 
in  the  classroom. 

Left:  Debbie  and  Mrs.  Rose  Vivian,  supervising  teacher, 
prove  once  again  the  joyousness  of  communication. 


being,  better  able  to  cope  with  the 
world,  moving  towards  an  adult- 
hood with  the  greatest  measure  of 
freedom.  So  it  is  with  our  teachers. 
This  is  what  they  seek  to  do,  though 
the  path  be  slower  and  the  results 
less  outstanding. 

While  we  seek  to  emulate  Anne 
Sullivan  in  many  ways,  there  are 
two  aspects  of  her  life's  work  which 
are  of  particular  importance  to  us 
all.  One  is  her  insistence  on  perfec- 
tion in  all  she  did  with  her  pupil. 
The  average  person  can  probably 
afford  lapses  into  slipshod  work; 
not  so  the  handicapped,  and  the 
greater  the  handicap  the  greater 
the  need  for  superior  accomplish- 
ment. Under  normal  circumstances 
it  is  not  too  serious  if  a  pupil  mis- 
understands a  point,  misspells  a 
word  or  mispronounces  a  syllable. 
Usually  he  will  discover  the  mis- 
take and  correct  it  in  time.  Even 
with  maximum  efficiency,  learning 
is  extremely  slow  for  the  deaf-blind, 
and  taking  additional  time  to  re- 
learn  increases  the  years  in  school. 
It  is  important  that  the  lesson  be 
learned  correctly  the  first  time.  This 
is  a  clear  challenge  to  each  teacher 
which  can  never  be  avoided. 

The  other  remarkable  feature  of 
Anne  Sullivan's  work  was  her 
insistence  on  Helen  thinking  for 
herself,    and    developing    her    own 

philosophy  of  life.  Teachers  of 
deaf-blmd  pupils  can  attain  posi- 
tions of  overwhelming  influence  in 
their  pupil's  lives.  The  temptation  to 
see  a  child  grow  in  its  teacher's  im- 
age can  be  very  strong  at  times. 
Anne's  example  in  this  is  invalu- 

THROUGHOUT  this  article  refer- 
ences have  been  mainly  to  pupils 
and  their  teachers.  But  there  are 
others  who  play  important  roles  in 
the  lives  of  our  deaf-blind  children. 
There  are  the  housemothers  for 
example  and  in  addition  there  are 
those  young  people,  most  of  them 
women,  who  care  for  the  children 
out  of  the  classroom.  Known  as 
attendants  they  do  far  more  than 
care  for  their  bodily  needs.  They 
teach  the  little  ones  good  table 
manners,  take  them  for  walks  in  all 
weather,  play  with  them  outdoors 
and  indoors  and  help  them  to  have 
meaningful  social  experiences  suit- 
able to  their  ages.  In  cooperation 
with  the  teachers  they  help  them  to 
communicate,  practising  speech  or 
the  manual  alphabet.  Above  all 
they  provide  them  with  security 
and  affection,  frequently  inviting 
them  to  their  own  homes  at  week- 
ends and  at  the  short  vacations. 
They  too  are  heirs  to  the  legacy 
Anne  Sullivan  bequeathed  us. 



Above:  Angle's  smiling  face  is  a  familiar  sight   in  the 
Keller-Macy  Cottage. 

Leff:   Sharon   works   hard   to   imitate  the   sounds   of   her 
teacher's  voice. 


Above:  Mr.  Robert  Dantona  and  George.  Below:  Miss  Debbie 
Smith,  an  assistant-teacher,  and  Ricky.  Although  many  of  the 
children  in  the  deaf-blind  department  have  some  sight  and 
some  hearing,  all  of  them  have  a  handicapping  combination 
of  visual  and  auditory  losses.  The  Perkins  program  is  planned 
to  counter  the  effects  of  this  combination. 




Above:  Mr.  Justin  Kelly  and  Robbie.  Below:  Miss  Beverly 
Brown  and  Dottie.  As  Anne  Sullivan  adapted  herself  with 
extraordinary  flexibility  and  ingenuity  to  meet  Helen's  needs, 
the  men  and  the  women  of  the  deaf-blind  department  seek  to 
adapt  curriculum  and  techniques  to  meet  the  needs  of  each 
child  each  hour  of  every  day. 


Dr.  Sadako  Imamura  is  a  special 
student  at  Perkins  studying 
techniques  of  evaluating  deaf- 
blind  children.  She  will  return  to 
Japan  to  assist  in  their  fledgling 
deaf-blind  program.  Dr.  Imamura 
was  a  teacher-trainee  at  Perkins  in 
1952  and  received  her  doctorate 
from  Harvard  in  1962. 


Hands  are  both  the  "ears"  and  "eyes"  for  a  deaf-blind  child.  Here  in  the  Perkins 
museum  some  of  the  children  "see"  at  first  hand  what  a  fox  is  like,  while  their 
teacher  explains  his  living  habits. 

Miss  Patricia  Darnley  demonstrates  the  vibration  technique  as  Miss  Roslyn  Jonas, 
Mr.  Keith  Watkins,  and  Mr.  Joel  Hoff,  head  of  the  deaf-blind  department,  observe. 
Miss  Jonas  and  Miss  Darnley  are  both  teacher  trainees  from  New  South  Wales.  Mr. 
Watkins  is  principal  of  the  school  for  the  blind  in  Sydney  which  is  opening  a  deaf- 
blind  department  next  year.  Both  ladies  will  return  to  become  teachers  in  the  new 




Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


That  They  May  Be  Less  Neglected,  Less  Lonely 

This  month  of  April  1966  we  honor  the  memory  of  Anne  Sullivan. 
We  do  so  because  she  richly  deserves  our  praise  and  reverence. 

Some  of  us  who  honor  her  are  physically  handicapped.  We  honor 
her  for  the  courage  she  showed  in  facing  her  own  visual  problem  and 
its  attendant  pain. 

Some  of  us  have  no  physical  impairment,  but  have  been  privileged  to 
stand  beside  those  who  have  in  an  attempt  to  reduce,  in  so  far  as 
we  may,  the  limitations  such  handicaps  create. 

All  of  us  are  constantly  aware  of  the  truth  of  Helen  Keller's 
statement  that  the  deaf-blind  are  "the  loneliest  people  on  earth." 

It  is  our  hope  that  from  our  efforts  to  commemorate  Anne  Sullivan, 
many  will  learn  of  the  deaf-blind  of  today,  that  they  may  be  less 
neglected,  less  lonely. 

Edw^ard  J.  Waterhouse,  Director 


Helen  Keller 

Anne  Sullivan 

At  the  turn  of  the  century. 

Helen  Keller  and  the  Anne  Sullivan  Commemoration 

Helen  Keller  will  celebrate  her  eighty-sixth  birthday  on  June 
27,  1966.  Because  of  her  advanced  years  and  frail  health,  she  is 
not  able  to  take  an  active  part  in  the  Anne  Sullivan  Centennial 
Celebration,  but  as  the  follow^ing  message  from  Dr.  Peter  J. 
Salmon  shows,  she  shares  our  pleasure  at  the  plans  made  in  honor 

Dr.  Salmon  reports: 

"Just  before  Thanksgiving,  1965,  I  visited  Dr.  Keller  and 
chatted  with  her  briefly.  I  mentioned  the  Anne  Sullivan  Centen- 
nial and  told  her  I  would  write  to  her  regarding  this.  This  I  did 
on  December  6,  1965,  and  I  quote  from  the  letter  received  from 
her  nurse,  Mrs.  Winifred  Corvally,  dated  January  23,  1966: 

"  'On  December  6  you  mailed  me  a  copy  of  the  Anne  Sullivan 
Centennial  Commemoration  and  expressed  an  interest  in  Miss 
Helen's  reaction  to  her  braille  copy. 

"  'When  she  first  read  her  copy  she  raised  her  right  arm  and 
her  face  became  radiant  with  that  famous  smile.  I  know  she  was 
filled  with  the  joy  of  it  all.'  " 


Excerpts  From  Letters  Written 
By  Anne  Sullivan 

March  11,  1887 — Helen  knows  several  words  now,  but  has  no  idea 
how  to  use  them,  or  that  everything  has  a  name.  I  think,  however, 
she  will  learn  quickly  enough  by  and  by.  As  I  have  said  before,  she 
is  wonderfully  bright  and  active  and  as  quick  as  lightning  in  her 

March  13,  1887 — You  will  be  glad  to  hear  that  my  experiment  is 
working  out  finely.  I  have  not  had  any  trouble  at  all  with  Helen, 
either  yesterday  or  today.  She  has  learned  three  new  words,  and 
when  I  give  her  the  objects,  the  names  of  which  she  has  learned, 
she  spells  them  unhesitatingly;  but  she  seems  glad  when  the  lesson 
is  over. 

March  20,  1887 — Helen  has  learned  several  nouns  this  week. 
"M-u-g"  and  "m-i-l-k,"  have  given  her  more  trouble  than  other 
words.  When  she  spells  "milk,"  she  points  to  the  mug,  and  when  she 
spells  "mug,"  she  makes  the  sign  for  pouring  or  drinking,  which 
shows  that  she  has  confused  the  words.  She  has  no  idea  yet  that 
everything  has  a  name. 

April  3,  1887 — The  hour  from  twelve  to  one  is  devoted  to  the  learn- 
ing of  new  words.  But  you  mustn't  think  this  is  the  only  time  I 
spell  to  Helen,  for  I  spell  in  her  hand  everything  we  do  all  day 
long,  although  she  has  no  idea  as  yet  what  the  spelling  means.  On 
March  31st  I  found  that  Helen  knew  eighteen  nouns  and  three 

April  5,  1887 — Something  very  important  has  happened.  Helen  has 
taken  the  second  great  step  in  her  education.  She  has  learned  that 
everything  has  a  name,  and  that  the  manual  alphabet  is  the  key  to 
everything  she  wants  to  know. 

This  morning,  while  she  was  washing,  she  wanted  to  know  the 
name  for  "water."  When  she  wants  to  know  the  name  of  anything, 
she  points  to  it  and  pats  my  hand.  I  spelled  "w-a-t-e-r"  and  thought 
no  more  about  it  until  after  breakfast.  Then  it  occurred  to  me  that 
with  the  help  of  this  new  word  I  might  succeed  in  straightening  out 
the  "mug-milk"  difficulty.  We  went  out  to  the  pump-house,  and  I 
made  Helen  hold  her  mug  under  the  spout  while  I  pumped.  As  the 
cold  water  gushed  forth,  filling  the  mug,  I  spelled  "w-a-t-e-r"  in 
Helen's  free  hand.  The  word  coming  so  close  upon  the  sensation  of 
cold  water  rushing  over  her  hand  seemed  to  startle  her.  She  dropped 
the  mug  and  stood  as  one  transfixed.  A  new  light  came  into  her 
face.  She  spelled  "water"  several  times.  Then  she  dropped  on  the 
ground  and  asked  for  its  name  and  pointed  to  the  pump  and  the 
trellis,  and  suddenly  turning  around  she  asked  for  my  name.  I 
spelled  "Teacher." 


Mrs.  Waterhouse  and  Gwen 

I  LIVED  in  a  remote  and  unde- 
veloped section  of  Minnesota 
during  my  early  childhood.  The 
children  in  our  neighborhood  went 
to  a  one-room  school,  taught  by  a 
young  girl  with  only  an  eighth- 
grade  education  who  certainly  was 
not  qualified  to  teach  a  little  blind 
child.  There  was  no  Social-Service 
agency  within  reach  to  inform  my 
young  parents  that  there  was  a 
school  for  blind  children  in  Min- 
nesota or  anywhere  else.  This  ex- 
plains why  I  did  not  get  to  school 
until  I  was  eleven.  My  parents  loved 
me  devotedly,  and  as  I  think  back 
on  those  years,  dealt  wisely  with 
me.  For  the  most  part  I  was  a 
happy  child,  but  there  was  with  me 
a  haunting  fear  that  I  could  never 
go  to  school.  I  was  a  little  eaves- 
dropper so  I  sometimes  overheard 
my  parents  worrying  about  my  fu- 
ture. They  were  not  educated,  but 
they  wanted  their  children  to  have 
"good  schooling" — as  they  called 

Even  without  school  those  early 
years  were  far  from  wasted.  They 
were  rich  in  experiences  that  have 
brought  me  joy  and  have  stood  me 
in  good  stead  all  my  life. 

Thank  you 

y  y 

by  Mrs.  Edward  J. 

I  especially  cherished  my  free- 
dom in  the  out-of-doors.  In  the 
early  spring  I  crawled  among  the 
trees  and  bushes  in  search  of  the 
wild  flowers,  and  in  the  warm  sum- 
mers gathered  the  abundant  goose- 
berries and  raspberries.  In  the  late 
summer  and  early  autumn  I  found 
the  tart,  wild  plums,  chokecherries 
and  hazelnuts.  My  constant  com- 
panion in  these  rambles  was  Prince, 
our  bob-tailed  English  Sheepdog. 
Sometimes  he  took  my  hand  be- 
tween his  big,  but  gentle,  teeth  and 
we  went  fearlessly  together.  Then 
there  were  the  numerous  birds  to 
whom  I  talked,  happy  in  the  fond 
delusion  that  they  understood  all 
my  prattle,  and  of  course  I  belived 
I  understood  them. 

I  loved  the  deep  woods  that  al- 
most hugged  our  house  and  out- 
buildings. There  was  much  wildlife 
in  them — foxes,  weasels,  wolves, 
and  many  other  furred  and  feath- 
ered creatures  of  whom  I  had  no 
fear.  The  wolves  howled  their  high, 
mournful  songs  all  about  our  house 
many  a  night.  They  often  put  their 
front  paws  on  our  windows.  I 
wasn't  afraid.  Mother,  Father  and 
baby  sister  were  safe  with  me,  and 


Prince  was  lying  just  inside  the 
kitchen  door.  My  two  cats — Molly 
and  Pearl — whom  I  had  secretly 
carried  up  to  bed  with  me  so  that 
they  wouldn't  be  sent  down  cellar 
for  the  night,  were  purring,  cozily 
warm,  one  on  each  side  of  me. 

Life  was  very  good  save  for  that 
one  persistent  question.  I  can 
hear  my  high,  demanding  voice, 
"Mamma,  when  will  I  get  to  see  so 
I  can  go  to  school  and  learn  to 
read?"  Her  oft  repeated  answer  was 
always  gentle — ''Some  day  when 
you  are  bigger — some  day  God  will 
show  us  the  way."  I  was  not  a  pa- 
tient child.  I  often  flung  myself  on 
the  floor,  thumping  my  small  heels 
in  temper,  clenching  my  fists,  shriek- 
ing that  same  question.  Mother 
never  rebuked  me.  She  remained 
silent  through  my  tantrums,  and 
later  I  realized  that  her  silence  was 
her  way  of  showing  me  she  under- 
stood her  rebellious  little  child's 

In  her  despair  she  had  no  answer 
which  satisfied  me. 

IN  the  summer  I  was  too  busy 
loving  the  out-of-doors  to  worry 
greatly  about  books,  but  when 
winter  brought  the  cruel  cold  and 
the  blizzards  and  deep  snow,  the 
story  was  different.  I  would  come 
across  my  father's  books  and  fondle 
them,  longing  to  be  able  to  read. 
My  friends  Cora  and  Johnny  were 
in  school  and  they  had  learned  to 
read.  Then  the  persistent  voice 
asked  those  painful  questions  and 
my  mother  could  only  give  the 
same  answer — "Some  day,  if  you 
are  a  good  girl,  God  will  show  us 
the  way."  The  answer  did  not 
satisfy  my  rebellious  little  mind.  I 
didn't  think  Cora  was  any  better 
than  I,  and  it  was  hard  waiting  for 
God  who  didn't  say  anything. 

Then  one  bitter  stormy  day  when 
I  was  seven,  joy  and  hope  came  into 
our  lives.  I  was  playing  with  squares 

of  paper  and  one  of  those  large 
match-boxes  ever  present  on  the 
back  of  the  frontier  stoves.  Mother 
was  reading  a  Norwegian-American 
magazine — Kvinden  og  Hjemmet — 
The  Woman  and  the  Home.  She  put 
down  her  magazine  and  called  me 
over  to  her.  "Listen,  I  have  just 
read  a  story  about  a  girl  who  is  deaf 
and  blind.  She  has  been  to  school 
and  learned  to  read,  so  you  see  little 
blind  girls  can  go  to  school.  This 
poor  little  girl  can't  even  hear,  and 
she  has  learned  so  much." 

I  can  still  remember  the  quiver 
that  ran  all  through  my  body. 
I  grabbed  Mother's  hand  and 
shrieked,  "Where  is  she,  what  is  her 
name,  where  is  her  school,  where 
is  her  teacher?  We  must  go  right 
away  and  then  I  can  start  school." 
"Her  name  is  Helen  Keller," 
Mother  replied,  "and  her  teacher 
is  Annie  Sullivan,  and  even  she 
can't  see  very  much." 

"Mamma,  can't  Helen  hear  any- 
thing?" I  demanded.  "Not  even  the 
birds  and  the  wolves?  not  even  her 
mother  calling  her  in  to  dinner?" 

The  story  of  Anne  and  Helen 
strengthened  Mother's  hope  and 
faith.  When  I  was  eight  years  old  an 
ophthalmologist  in  a  distant  city 
settled  the  question  of  my  sight 
when  he  informed  my  parents  that 
there  was  no  hope  of  my  ever  see- 
ing. That  wasn't  too  much  of  a 
blow  to  me,  but  it  saddened  my 
parents.  However,  they  often  spoke 
of  Helen  and  Annie  with  hope  for 
me.  I  was  still  frequently  rebellious, 
demanding  my  sight  so  I  could  go 
to  school,  but  mother  reminded  me 
again  and  again  of  Helen  and  Annie 
and  I  would  be  happy,  until  once 
more  I  just  couldn't  wait  any 

However,  we  had  to  wait  for 
several  years  more;  years  made 
brighter  for  us  all  by  what  Annie 
and  Helen  had  done. 

Eventually  we  moved  to  North 


Dakota  where  we  learned  that  a 
school  for  the  Bhnd  was  soon  to 
open.  My  parents  lost  no  time  in 
making  arrangements  for  me  to 
enter.  Mother  sang  happily  as  she 
made  new  dresses  and  pinafores  for 
me.  Father  got  me  a  little  trunk  big 
enough  to  take  all  my  clothes,  my 
two  dolls  and  their  clothes.  Mother 
insisted  that  I  must  be  taken  to  the 
School  on  a  Monday  as  that  day, 
she  said,  is  the  lucky  day  to  start 
a  new  venture,  and  this  was  to  be  a 
happy  adventure.  She  was  sending 
me  out  to  follow  where  Helen  Kel- 
ler had  led. 

THE  first  book  I  read  after  learn- 
ing New  York  Point  was  The 
Story  of  My  Life  by  Helen  Keller. 
I  have  read  many  great  and  good 
books  in  my  life,  but  none  has 
given  me  such  deep  joy  and  cour- 
age. I  begrudged  every  moment  I 
had  to  be  parted  from  my  book  for 
classes,  meals  and  sleep.  I  couldn't 
go  out  to  play  with  the  girls,  even 

though  they  were  annoyed  with  me 
for  sitting  huddled  on  my  bed  read- 
ing. I  was  too  absorbed  to  answer 
them  when  they  spoke  to  me.  In 
spirit  I  was  with  my  two  heroines. 
I  wandered  about  Helen's  home 
with  her  the  day  Annie  came.  I  was 
at  the  well  when  the  cool  water 
flowed  on  Helen's  little  hand  and 
she  learned  the  meaning  of  the 
word  WATER.  I  lived  and  strug- 
gled with  them  all  through  school 
and  college.  Those  two  women  have 
been  and  still  are  my  cherished 

I  often  wanted  to  write  to  Helen 
and  Annie  to  thank  them  for  what 
they  did  for  all  my  family,  but  I 
realized  that  they  must  be  showered 
with  such  letters,  full  of  gratitude 
from  great  people  and  from  little 
people  such  as  we  were  from  all 
over  the  world.  Often  I  have  silently 
thanked  Helen  for  her  struggle 
against  darkness  and  silence,  and 
Annie  for  her  perseverance  and 
great  strength. 

For  Mrs.  Waterhouse  animals  and  little  children  are  annong  her 
greatest  delights.  Here  are  a  couple  of  kindergarteners  at  a 
party  at  the  Director's  house. 



Dear  Elizabeth  is  a  story  written  by  the  mother  of  a  twelve-year- 
old  girl  in  the  Department  for  Deaf-Blind  Children.  Elizabeth  Mc- 
Clelian  is  a  "rubella  child"  with  profound  deafness  and  impaired, 
but  useful  vision. 

Her  mother  has  written  of  the  difficult  early  years  of  Elizabeth's 
life  and  of  the  improvement  and  progress  seen,  increasingly,  after 
she  entered  Perkins  at  the  age  of  six.  The  development  of  ability 
to  communicate  is  stressed. 

The  following  excerpts  from  Deor  EUiabefh  give  some  idea  as 
to  what  the  years  at  Perkins  have  meant  to  Elizabeth  and  to  her 
family.  They  may  not  be  reprinted  without  permission. 

Elizabeth's  first  year  at  Perkins  proved  to  be  a  year  of  tremendous 
growth  for  the  whole  family.  On  her  return  home  we  found  that 
Elizabeth  had  learned  how  to  sleep  properly.  She  had  learned  how  to  feed 
herself  and  began  to  actually  enjoy  what  little  she  did  eat.  .  .  .  Often  at 
meal  times,  Ken  would  catch  me  staring  at  Elizabeth  eating  independently. 
Every  meal  she  ate  rewarded  me  in  part,  for  the  lonely  months  I  had  spent 
without  her.  Every  complete  night's  sleep  was  compensation  for  Ken.  .  .  . 
These  two  things,  eating  and  sleeping  normally,  were  the  most  obvious 
accomplishments  of  the  first  year.  .  .  .  She  had  learned  a  lot  about 
numbers  and  words,  and  much  more  about  fitting  into  society.  .  .  .  Ken 
and  I  began  getting  adequate  rest,  and  were  better  able  to  meet  the  de- 
mands of  each  day. 

As  the  holidays  came  to  an  end,  we  were  concerned  about  what  Eliza- 
beth's attitude  about  returning  to  school  would  be.  Great  was  our  joy  and 
relief  when  she  went  gladly,  as  if  she  were  anxious  to  see  what  new  things 
might  be  in  store  for  her  back  at  the  wonderful  school  again.  Then,  we 
knew  that  we  were  just  beginning  to  appreciate  Perkins. 


At  one  of  the  parent's  sessions  at  the  school,  it  was  announced  that 
demonstrations  in  oral  speech  work  would  be  given.  .  .  .  ''My  name  is 
Elizabeth  McClellan".  ...  ''1  am  nine  years  old".  Elizabeth  looked  over 
at  us.  Still  looking  at  us,  she  said,  beaming  triumphantly,  "My  home  is  in 
Utah!"  With  that,  she  rushed  over  to  me,  threw  her  arms  about  me  and 
buried  her  little  face  in  my  neck.  We  clung  together  for  a  moment,  and 
then,  pulling  away  of  her  own  accord,  she  left  me  and  obediently  followed 
her  teacher  out  of  the  room. 

I  did  write  many,  many  letters  to  Elizabeth.  .  .  .  My  first  letters  to 
her  were  simple  drawings  with  short  labels  (usually  familiar  family 
names)  printed  underneath  or  near  each  picture.  .  .  .  Then,  we  pro- 
gressed to  more  and  more  printing  and  less  drawing.  Then,  our  letters 
became  all  printed  sentences  (large  and  clear,  of  course)  with  just  a  few 
hand-drawn  illustrations  now  and  then.  Now,  our  letters  are  written  in 
cursive.  I  say  "our"  because  Elizabeth  writes  back  to  us  now  and  her 
letters  are  delightful. 

The  tie  which  holds  a  family  together  ...  is  the  sharing  of  the  same 
cultural  pattern;  the  exchange  of  ideas;  the  similarity  of  reactions  among 
family  members  to  their  environment;  the  giving  and  receiving  of  love; 
the  innumerable  shared  experiences  through  the  years.  And,  it  all  depends 
on  one  thing:  communication.  People  who  live  together  and  do  not  com- 
municate do  not  function  as  a  family  unit.  People  can  live  apart  much 
of  the  time  and  still  build  these  strong  family  ties  if  they  communicate. 

I  mentioned  before  that  during  Elizabeth's  pre-school  years,  we  ex- 
changed many  ideas  with  her  through  simple  home-made  gestures.  Our 
communication  was  still  very  limited.  Through  my  letters  during  these 
school  years,  Elizabeth  has,  1  hope,  shared  many  family  experiences  with 
us.  Of  course,  our  summers  have  been  filled  with  family  activities. 

Does  it  sound  strange  to  say  that  sending  our  daughter  thousands  of 
miles  away  from  us  for  nine  months  every  year  has  brought  her  closer  to 
us?  .  .  .  We  know  that  each  year  of  schooling  brings  Elizabeth  closer, 
through  her  rapidly  increasing  ability  to  communicate  with  us.  We  know 
that  letters  will  continue  to  help  us  bridge  the  gap,  all  the  while. 

Elizabeth  and 

teacher-trainee,  Miss 

Maribeth  Perkins. 

On  a  recent  visit  Dr.  Salnnon 
and  Debbie  becanne 
acquainted.  Dr.  Salmon  first 
became  interested  in  the 
deaf-blind  while  a  student  at 
Perkins  over  sixty  years  ago. 

A  Chat  with  a  Perkins  Alumnus 


PETER  Salmon  remembers  clearly  and  pleasantly  how  things  were,  sixty- 
some  years  ago,  at  Perkins.  It  was  not  only  a  place  for  children  in  those 
days,  and  some  of  the  blind  and  deaf -blind  "students"  there  stayed  on  and 
on.  "This  one  fellow,"  he  recalls,  "must  have  been  at  least  30  years  old." 
Peter  himself  was  just  a  child  then,  and  children  think  30  is  a  ripe  old  age. 

Talking  about  those  days,  "back  in  1904,  1905,"  he  speaks  fondly  of 
Perkins.  It  was  in  1904  that  Peter  Salmon  went  there  from  "what  they 
called  a  Special  School."  He  laughs,  and  says:  "It  must  have  been  a 
school  for  the  retarded,  yes,  but  it  was  a  very  nice  school." 

He  had  started  in  a  regular  school  at  Worcester,  Massachusetts,  his 
hometown.  "But  I  had  difficulty  there  because  my  sight  was  much  weaker 
when  I  was  a  kid  than  it  is  even  today.  And  there  were  no  optical  aids  in 
those  days.  You  know,  I  couldn't  get  any  glasses  at  all  until  I  was  27  years 
old!  And  those  had  very  little  magnification." 

It  was  a  cut  finger,  as  he  remembers,  that  got  him  into  Perkins.  His  first 
day  at  that  Special  School,  Peter  cut  his  finger  in  the  woodwork  shop. 
"They  made  a  big  deal  out  of  that,  and  to  get  me  into  Perkins  later  they 
used  this  particular  incident — magnified  a  thousand  times." 

Countless  people  all  over  the  world  know  and  appreciate  that  student's 
subsequent  work  for  the  blind  and  the  deaf -blind.  He  is  Dr.  Peter  J. 
Salmon  now,  with  over  20  years  to  his  credit  as  Executive  Director  of 
The  Industrial  Home  for  the  Blind.  All  this  had  its  beginnings  at  Perkins. 

"My  last  two  years  there — I  stayed  on  that  long  after  graduating  from 
high  school  in  1914 — I  worked  with  the  deaf -blind  practically  all  the 
time."  He  had  "got  interested"  in  the  deaf-blind  "within  a  very  short 
while"  after  entering  Perkins. 


"It  was  the  most  natural  thing  in  the  world,"  he  says  simply,  "because, 
well,  I  had  a  little  sight,  and  any  of  us  like  that  helped  lead  the  other  kids 
around."  They  also  learned  to  comunicate  with  the  deaf-blind.  "We'd  see 
who  could  run  through  the  manual  alphabet  fastest,  after  we  learned  it 
at  the  lunch  tables." 

(Scores  of  deaf -blind  men  and  women  are  being  rehabilitated  every 
year  at  the  IHB  Institute  of  Rehabilitation.) 

"Perkins  has  a  remarkable  history  of  work  with  the  deaf-blind,"  Dr. 
Salmon  says,  "largely  because  of  Dr.  Samuel  Gridley  Howe.  He  was  a 
dynamic  kind  of  guy,  and  was  into  many,  many  areas.  Anything  that  was 
a  challenge,  he  was  into  it. 

"Of  course,"  he  explains,  "even  by  my  time,  Perkins  did  not  have  the 
well-developed  department  for  the  deaf-blind  that  they  have  now.  That 
came  later  on."  Work  with  the  deaf-blind  there  has  had  "its  ups  and 
downs,"  sometimes  being  dropped  altogether.  "Dr.  Waterhouse  is  the  one 
who  has  really  given  it  its  greatest  emphasis." 

Upon  leaving  Perkins  in  1916,  Peter  Salmon  worked  as  a  salesman  for 
The  Lighthouse  almost  a  year.  It  was  from  Perkins  that  he  got  his  lead  to 
The  Industrial  Home  for  the  Blind.  ("This  job  in  Brooklyn,"  he  says  with 
a  grin.) 

He  started  in  at  IHB  as  Business  Manager — at  $  1 3  a  week.  "Later  I  got 
a  $2  raise  for  working  extra  time,  two  nights  a  week,  as  a  home  teacher. 
I  was  one  of  the  early  moonlighters." 

His  concern  for  the  deaf-blind  carried  over.  "We  had  some  deaf-blind 
people  at  IHB  almost  right  away.  See,  I  knew  what  to  do  for  them."  Most 
of  that  early  group  came  from  schools  for  the  deaf.  "We  still  get  people 
from  all  over,  yes,  including  a  number  coming  directly  from  Perkins. 

"When  they  refer  people  to  us,  we  go  largely  by  the  recommendation, 
the  judgment,  of  Perkins,  but  we  always  look  into  the  individual  situation 
for  ourselves.*  Then  Perkins  may  tell  the  State  the  child  comes  from,  tell 
what  IHB  has  available,  and  after  that  it's  between  IHB  and  that  State." 

Dr.  Salmon  looks  forward  to  still  more  and  better  ties  between  Perkins 
and  IHB.  "Our  association  has  been  a  very  long  one  and  a  good  one.  The 
fundamentals  of  everything  I  have  done,  I  got  them  all  at  Perkins.  What 
is  interesting  is  that  so  very  few  of  those  fundamentals  have  not  stood  the 
test  of  time." 

The  association,  he  feels,  "has  very  much  intensified  since  Dr.  Water- 
house  came  in."  He  much  admires  Dr.  Waterhouse.  "Why,  he's  done  every 
bit  as  much  for  the  deaf-blind  as  Dr.  Howe." 

As  for  the  Anne  Sullivan  Centennial  this  year,  Dr.  Salmon  declares 
emphatically:  "It's  going  to  do  a  lot  to  cement  the  ties  between  Perkins 
and  IHB — and  a  lot  more  than  that." 

When  he  starts  talking  about  Anne  Sullivan,  his  enthusiasm  is  without 
bounds.  "We  couldn't  possibly  go  overboard  in  praising  Anne  Sullivan. 
Her  method  was  unique.  Nothing  like  what  she  did  with  Helen  Keller  had 
ever  been  done  before.  Helen's  whole  surroundings,  her  mind,  had  been 
completely  closed  in  upon  her. 

"Deaf-blind  people  had  been  trained  before,  but  not  educated.  That's 
the  big  door  that  Anne  Sullivan  opened  up. 

"The  real  truth  about  Anne  Sullivan  comes  from  Helen  Keller  herself. 
To  her,  it's  Anne  Sullivan  who  is  the  great  woman  of  the  world.  Not 
Helen  Keller.  Anne  Sullivan." 


The  Anne  Sullivan  Centennial 

BORN  APRIL  14,   1866 

The  Anne  Sullivan  Centennial  Commemoration  honors  one  of  Amer- 
ica's outstanding  women.  As  Helen  Keller's  teacher,  Anne  Sullivan  proved 
to  the  world  once  and  for  all  that  those  who  are  both  deaf  and  blind  can 
take  their  respected  place  in  human  affairs.  From  her  inspired  lifetime  of 
devotion,  love,  and  selfless  work  has  come  a  legacy  that  is  finding  its  ex- 
pression in  all  work  being  done  with  deaf-blind  children  and  adults  today. 

This  Commemoration  is  sponsored  by  The  Perkins  School  for  the 
Blind  in  Watertown,  Massachusetts,  where  deaf-blind  children  have  been 
educated  for  nearly  one  hundred  and  thirty  years,  and  The  Industrial 
Home  for  the  Blind  in  Brooklyn,  New  York,  which  has  served  deaf-blind 
adults  for  over  five  decades. 

These  agencies  hope  that,  as  a  result  of  this  commemoration,  some  of 
the  deep  ignorance  which  exists  among  the  public  concerning  the  deaf- 
blind  may  be  dissipated. 

As  Helen  Keller's  teacher,  Anne  Sullivan  demonstrated  how  much  can 
be  done  when  the  heart  is  willing  to  help  deaf-blind  persons  to  live  full 

She  has  left  us  a  legacy  to  do  likewise. 

PETER  J.  SALMON,  Administrative  Vice  President 
The  Industrial  Home  for  the  Blind 

Perkins  School  for  the  Blind 

Throughout  its  long  history.  The  Perkins  Alumni  Association 
has  been  fortunate  to  have  in  its  ranks,  men  and  women  of  out- 
standing abilities.  Surely,  Anne  Sullivan,  all  of  whose  education 
was  received  at  Perkins,  will  always  be  considered  as  the  one 
who  reached  the  highest  pinnacle  of  success. 

WE,  of  The  Perkins  Alumni  Association,  wish  to  congratulate 
The  Perkins  School  For  The  Blind,  on  their  decision  to  honor, 
Anne  Sullivan  on  the  occasion  of  her  one  hundredth  anniversary. 

Joseph  Jablonski,  President 
Perkins  Alumni  Association. 


In  connection  with  The  Anne  SuUivan  Centennial  Commemoration 
Anne  Sullivan  Gold  Medal  Awards  will  be  presented: 

In  Watertown  to  outstanding  teachers  of  the  deaf-blind — 

Mrs.  Enid  Kelly Lloyd  Harbor,  L.  L,  N.  Y. 

Leo  F.  Queenan Watertown,  Massachusetts 

Miss  Joan  Shields Condover,  England 

Mrs.  Gertrude  Stenquist Waltham,  Massachusetts 

John  Summers Brooklyn,  New  York 

Mrs.  Rose  Vivian Maiden,  Massachusetts 

In  New  York  to  outstanding  workers  with  the  deaf-blind — 

Herbert  R.  Brown Albany,  New  York 

Miss  Annette  B.  Dinsmore New  York,  New  York 

Dr.  Leonard  M.  Elstad Washington,  D.  C. 

Dr.  Marshall  Hester University  Park,  New  Mexico 

John  F.  Mungovan Boston,  Massachusetts 

Mr.  and  Mrs.  Oscar  Roye Woodmere,  L.  I.,  New  York 

Arthur  Sculthorpe Peterborough,   England 

J.  M.  Woolly Little  Rock,  Arkansas 

In  Washington  to  outstanding  deaf-blind  men  and  women — 

Mr.  Raymond  Boduch Lackawanna,  New  York 

Miss  Jackie  Coker Sacramento,  California 

Mr.  Leonard  Dowdy Kansas  City,  Kansas 

Mrs.  WilHam  G.  Hayes Minneapolis,  Minnesota 

Mr.  Richard  Kinney Winnetka,  Illinois 

Miss  Geraldine  Lawhorn Long  Island  City,  New  York 

Miss  Juanita  Morgan Buena  Vista,  Colorado 

Mr.  Robert  J.  Smithdas Brooklyn,  New  York 


Anne  Sullivan  Centennial  Commemoration 

Events  Sponsored  by 

Perkins  and  the  I.H.B. 

Wednesday — April  13 — An  all-day  Seminar  on  The  Education  of 
Deaf-Blind  Children  at  Perkins.  Invited  guests  will  include  State 
Directors  of  Special  Education,  Superintendents  of  Schools  currently 
educating  deaf-blind  children,  and  representatives  of  the  Depart- 
ment of  Health,  Education  and  Welfare. 

A  demonstration  by  deaf-blind  children  will  be  given  in  Dwight 
Hall  at  8:00  P.M.,  and  Anne  Sullivan  Gold  Medal  Awards  will  be 
given  to  outstanding  teachers  of  deaf-blind  children. 

Thursday — April  14 — Two  Report  sessions — a  community  report 
session  and  a  professional  report  session — on  the  progress  made  by 
the  LH.B.'s  Anne  Sullivan  Macy  Services  will  be  held  at  the  Com- 
modore Hotel,  New  York  City. 

That  evening  the  Centennial  Dinner  will  be  held  at  the  Com- 
modore Hotel  with  Anne  Sullivan  Gold  Medal  Awards  going  to 
workers  with  Deaf-Blind  Adults. 

Friday — April  15 — An  all-day  session  concerning  promising  areas 
for  future  research  on  deaf -blindness  will  be  held  at  the  Commodore 
Hotel.  Taking  part  will  be  fifteen  research  workers  assisted  by 
selected  resource  persons  in  the  field  of  service  to  the  blind. 

Saturday — April  16 — The  Perkins  Chorus  of  seventy-two  voices, 
and  a  number  of  deaf-blind  pupils  will  travel  by  plane  to  Washing- 
ton, D.  C,  to  rehearse  for  Sunday's  event. 

Sunday — April  17 — at  eleven  in  the  morning  a  MEMORIAL 
SERVICE  will  be  held  in  Washington  National  Cathedral.  The 
Perkins  Chorus  will  take  part  in  the  Service,  after  which  a  number 
of  deaf-blind  guests  from  throughout  the  country  will  place 
flowers  at  Anne  Sullivan's  Shrine.  Eight  outstanding  deaf-blind  men 
and  women  will  receive  Anne  Sullivan  Gold  Medal  Awards. 




VOL.  XXXV,  NO.  4 

JUNE  1966 




*   '    » 

.^'W  * 


H     ♦ 

kins '45,  was  named  HANDICAPPED 
MAN  OF  THE  YEAR  by  the  President's 
Committee  on  The  Employment  of  the 
Handicapped.  Following  the  presentation 
by  Vice-President  Humphrey  in  the  grand 
ballroom  of  the  Hilton  Hotel,  Washing- 
ton, D.  C,  Bob  spoke  to  over  1,000  peo- 
ple gathered  there  from  all  over  the 

Table  of  Contents 

A  Vast  Tribute   3 

Pictures  of  Anne  Sullivan  Centennial 2-11 

"Deaf-Blind  Children":  Talk  by  Dr.  Waterhouse   12 

"A  Tribute  To  Courage":  Walter  Cronkite  15 

Editorial 18 

Arithmetic  Conference  at  Perkins    20 

Tenth  Annual  Festival   21 

William  Heisler's  World  Trip   22 

Off  and  On  the  Campus   23 

PLANNING  for  the  Anne 
Sullivan  Centennial  by 
the  Perkins  School  and 
The  Industrial  Home  for 
the  Blind  took  place  over 
a  ten  months'  period. 
Many  meetings  were  held 
between  Dr.  Waterhouse 
and  Dr.  Peter  J.  Salmon, 
both  in  Watertown  and 

Richard  Kinney,  Associate 
Director  of  the  Hadley 
School  for  the  Blind  re- 
ceiving an  Anne  Sullivan 
Award  at  the  Memorial 
Service  in  Washington's 
National  Cathedral  on 
April  17th. 

A  Vast  Tribute 

THE  TRIBUTE  paid  Annc  Sullivan 
by  countless  individuals  and 
agencies  during  April  1966  was 
most  encouraging. 

Perkins  School  for  the  Blind  and 
The  Industrial  Home  for  the  Blind 
had  invited  the  cooperation  of 
schools  and  agencies  for  the  blind 
and  the  deaf,,  of  radio  and  televi- 
sion stations,  and  of  magazine  and 
newspaper  editors  and  reporters,  of 
the  Governors  of  our  fifty  States, 
and  many  others. 

The  response  was  far  greater 
than  anticipated.  About  half  the 
Governors  proclaimed  April  12-19 
educational  TV  stations  from 
Presque  Isle  to  Pago  Pago  in 
American  Samoa  telecast  the  Per- 
kins film  Children  of  the  Silent 
Night,  while  this  film  and  There  Is 
A  Silver  Lining  from  The  Industrial 
Home  for  the  Blind  were  in  great 
demand  by  schools,  agencies  and 

Mike  Douglas,  who  presented 
several  of  our  deaf-blind  pupils  a 
year  ago,  gave  an  hour  on  his  TV 
program  on  April  20  to  the  story  of 
Anne    Sullivan    and    the    Perkins 

Deaf-Blind  Department.  Anne  Ban- 
croft, who  knows  several  of  our 
children  well,  talked  with  them 
with  characteristic  enthusiasm  and 
made  the  telecast  a  most  impressive 
presentation.  While  the  program 
originated  in  Philadelphia,  it  is  syn- 
dicated and  will  eventually  be 
shown   on  over  sixty  TV  stations. 

It  is  difficult  to  single  out  agen- 
cies who  helped  since  there  were 
too  many  for  all  to  be  mentioned. 
However,  the  Columbia  Lighthouse 
for  the  Blind  deserves  special 
thanks  for  mailing  out  thousands  of 
invitations  to  people  in  the  Wash- 
ington area.  Local  radio  and  TV 
stations  were  generous  with  spot 
announcements,  and  as  a  result 
more  than  three  thousand  people 
filled  the  Washington  National 
Cathedral  for  the  Anne  Sullivan 
Memorial  Services. 

This  impressive  service  will  long 
be  remembered.  The  Cathedral 
staff,  from  Dean  Sayre  who  con- 
ducted the  Service,  to  the  Vergers 
and  Ushers,  saw  to  it  that  all  of  us 
— including  our  Chorus — felt  at 
home  in  the  great  spaces  of  the 

It  is  even  more  difficult  to  single 
out  individuals  who  cooperated  to 
make  this  occasion  a  success,  but  a 
word  of  special  thanks  is  certainly 
due  to  Dr.  Elstad,  the  President  of 
Gallaudet  College,  for  providing 
accommodations  to  over  ninety 
members  of  our  Chorus  and  staff  at 
the  Kendall  School  for  the  Deaf. 

The  purpose  of  all  this  Centen- 
nial was  not  only  to  pay  tribute  to 
a  woman  whom  we  feel  richly  de- 
serves to  be  praised,  but  to  draw 
attention  to  the  deaf-blind  people  of 
today  and  to  their  needs.  We  hope 
to  see  to  it  that  they  will  become 
less  neglected  and  less  lonely.  To 
all  who  have  shared  in  bringing  this 
about  we  owe  a  deep  debt  of 

E.  J.  W. 

During  the  week-long  Anne  Sulli- 
van Centennial  many  friendships 
were  renewed  and  many  new  ones 
made.  Here  Helen  Schultz  Hayes 
of  Minneapolis,  Minnesota,  talks 
with  Gertrude  Stenquist.  Mrs. 
Hayes  was  one  of  eight  deaf- 
blind  people  to  receive  an  Anne 
Sullivan  Award  at  Washington's 
National    Cathedral. 

■/.'■•. -¥Ar*"/^.^ 


Included  in  the  Centennial  Celebration  was  a  dinner  for  all  Perkins  employees,  who, 
with  their  spouses  numbered  almost  400.  Attending  also  were  the  deaf-blind  guests 
and  their  companions.  The  highlight  of  the  evening  was  the  performance  of  The 
Inextinguishable,  a  play  about  Anne  Sullivan  which  was  written  by  Anthony  Ackerman 
of  the  English  Department  and  read  by  the  students  of  Perkins  from  the  balcony  in 
the  new  gym. 

An  all-day 
seminar  on  the 
education  of 
children  was 
held  at  Perkins 
April  13th. 
The  proceedings 
will  be 

published  during 
the  Fall. 

Top  left:  Benjamin   F.  Smith,   Principal   of  Perkins. 

Middle    left:    Joel     R.    Hoff,    Head,    Perkins    Deaf- 
Blind  Department. 

Bottom  left:  John  R.  Eichorn,  Boston  College. 

Top  right:  Joan  Shields,  Condover  Hall,  England. 

Lower  right:  Dr.  Edward  J.  Waterhouse  with  Juanita 

A  Tribute  to  those  who  teach 
the  deaf-blind  was  held  at 
Perkins  on  the  evening  of 
April    13th.  Six  teachers — 
three  of  them  from  Perkins, 
were  given  Anne  Sullivan 
Awards.  The  entire  staff  of  the 
Deaf-Blind  Department  at 
Perkins,  numbering  40, 
appeared  briefly  on  the 
platform  to  be  greeted  by 
Senator  Leverett  Saltonstall, 
Chairman,  for  the  occasion. 
The  Saltonstall  family  has  had 
close  ties  with  Perkins  for 
several  generations. 

Juanita  Morgan  presents 
award  to  her  former  teacher, 
Rose   M.  Vivian. 

Leo     F.     Queenan     receives 
award  from  Dr.  Waterhouse. 

Gertrude  Stenquist  receives 
award  from  former  pupil 
Leonard   Dowdy. 

Above:  Leonard  Dowdy, 
Deaf-Blind  Awardee  from 
Kansas  City,  Kansas. 

Leff:    Rose    M.    Vivian,    Super- 
vising   Teacher,    Deaf-Blind 

President  Augustus 
Thorndilce,  M.D., 
receives  Inis  B.  Hall 
Memorial  Volume 
from  Miss  Jackie 
Coker,  an  Anne 
Sullivan  Awardee. 
Miss  Hall  taught 
the  deaf-blind  at 
Perkins  and  the 
California  School 
for  the  Blind  where 
Miss  Coker  was  her 

Senator   Saltonstall   greets 
Justin  M.  Kelly,  teacher. 

Left:  At  Radcllffe  College 
there  is  a  Helen  Keller 
garden  with  a  fountain  in 
mennory  of  Anne  Sullivan. 
On  April  14th  four  deaf- 
blind  pupils  at  Perkins 
planted  a  rose  bush  there 
in  what  we  hope  will  be- 
come an  annual  visitation 
on  Anne  Sullivan's  birthday. 


A  nnemorial  service  to 
Anne  Sullivan  was  held  in 
the  National  Cathedral, 
Washington,  D.  C,  where 
she    is    enshrined. 

Dr.  Gabriel  Farrell,  Direc- 
tor Emeritus  of  Perkins, 
read  the  First  Lesson,  ".  .  . 
/  the  Lord  have  called  thee 
.  .  .  /o  open  the  blind  eyes 

Miss  Geraldine  Lawhorn  of 
Long  Island  City,  New 
York,  was  one  of  eight 
deaf-blind  men  and  women 
who  received  Anne  Sulli- 
van medals  at  Washing- 
ton's National  Cathedral 
April  17.  They  were  pre- 
sented by  Dr.  Peter  J. 
Salmon  of  The  Industrial 
Home  for  the  Blind  and 
Dr.    Waterhouse. 

Outside  the 
Cathedral  Leonard 
Dowdy  meets 
Raymond  Boduch 
of  Lackawanna,  New 
York,  and  his  former 
teacher,  Sister 

After  the  Memorial  Service  a  reception  was  held  for  the  Awardees  at  the  head- 
quarters of  the  Alexander  Graham  Bell  Association  of  the  Deaf.  The  Executive 
Director,  Dr.  George  W.  Fellendorf  examines  Miss  Geraldine  Lawhorn's  medal.  Mr. 
Arthur  Sculthorpe,  M.B.E.,  General  Secretary  of  the  National  Deaf-Blind  Helpers' 
League  of  England  converses  with  Miss  Joan  Shields  of  Condover,  England.  Both 
received  Anne  Sullivan  Awards. 

Anne  Bancroft 

renews  acquaintance 

with  Poh  Lin  at  the 

Mike  Douglas  TV 

Show  in 


April  19th. 

Among  many  radio  and  TV  Programs  dealing  with  the 
Anne  Sullivan  Centennial  both  at  home  and  overseas 
was  a  presentation  of  part  of  our  chorus  on  WMAL-TV  in 
Washington,  D.  C,  on  April  18th.  Our  entire  chorus  sang 
at  the  Memorial  Service  the  day  before. 
Below:  Mike  Douglas  generously  devoted  an  hour  of  his 
program  to  honor  Anne  Sullivan.  Anne  Bancroft  appeared 
with  Leonard  Dowdy  and  four  of  our  deaf-blind  pupils. 
Liberace  also  participated. 


Talk  Given  By  Dr.  Edward  J.  Waterhouse,  Director  of  Perkins 


The  Anne  Sullivan  Centennial  Banquet 

Hotel  Commodore,  New  York 

April   14,  1966 

THE  SCHOOL  YEAR  1933-34  was  a 
memorable  one  for  me.  It  was 
my  first  year  on  the  Perkins  Fac- 
ulty and  it  provided  my  first  en- 
counter with  deaf-blind  children. 

One  deaf-blind  boy,  aged  about 
six,  came  each  day  for  his  meals  to 
the  Cottage  where  I  was  Master. 
He  had  a  young  lady  attendant  who 
cared  for  him  outside  school  hours. 
She  was  teaching  him  to  pronounce 
the  word  MILK.  Each  day  he 
would  utter  a  loud,  strange  sound 
which  resembled  MILK.  His  at- 
tendant would  place  his  hands  on 
her  face  and  say  the  word  distinctly. 
He  would  attempt  to  match  it,  and 
back  and  forth  the  word  would 
pass  between  them  until  she  was 
satisfied  he  had  done  his  best.  Then 
she  would  pass  him  his  glass. 

Day  after  day,  week  after  week, 
this  went  on.  One  day  about  Easter- 
time  I  calculated  I  had  heard  the 
exchange  ten  thousand  times.  By 
now  the  boy  was  saying  loud  and 

clear,  May  I  Have  Some  Milk, 
Please?  He  was  one  of  the  most 
exuberant  boys  I  have  ever  known. 

Ten  thousand  times.  And  the 
wonder  was  that  his  teacher  seemed 
just  as  eager  in  the  spring  as  she 
had  been  in  September.  Repetition 
was  no  ordeal  to  her,  and  so  the 
youngster  found  it  possible  to  take 
the  lesson  in  his  enthusiastic  stride. 
From  this  long-drawn-out  lesson  I 
ghmpsed  something  of  the  willing 
endurance  a  person  needs  to  be  a 
good  teacher  of  deaf-bhnd  children. 
I  also  learned  a  lot  about  deaf- 
blindness — for  this  boy,  whose 
growth  I  watched  through  the 
years,  showed  us  all  so  clearly  that 
it  isn't  what  the  eyes  see  that  gives 
us  the  will  to  succeed,  and  it  isn't 
what  the  ears  hear  that  makes  us 
brave.  Human  beings  are  vastly 
more  than  what  sight  and  hearing 
bring  them;  what  counts  most  of  all 
is  within. 

In  particular  that  winter  thirty- 

Among  those  at  the  head  table  at  the  Anne  Sullivan  Centennial  Banquet  given  by 
The  Industrial  Home  for  the  Blind  on  April  14th  were  eight  men  and  women  who 
were  honored  for  services  to  deaf-blind  adults.  Shown  in  this  picture  are  Miss  Annette 
V.  Dinsmore,  Head  of  Services  for  the  Deaf-Blind  at  The  American  Foundation  for  the 
Blind,  Mrs.  Salmon  with  Dr.  Salmon  and  Miss  Mary  V.  Switzer,  Head  of  the  Office  of 
Vocational  Rehabilitation,  Washington,  D.  C.  Miss  Switzer  brought  greetings  from 
President  Johnson.  Here  Dr.  Waterhouse  is  reading  the  Citation  presented  to  Dr. 
Leonard  M.  Elstad,  President  of  Gallaudet  College. 


Before  a  photograph 

of  Anne  Sullivan 

with  Helen  Keller, 

Mrs.  Stenquist  talks 

with  Leonard 

Dowdy.  In  a  paper 

read  at  the  New 

York  Banquet,  Dr. 

Waterhouse  spoke  of 

Leonard's  childhood. 

two  years  ago  convinced  me  that 
the  boy,  Leonard  Dowdy,  would 
make  his  mark  in  the  world,  as  in- 
deed he  has.  He  is  with  us  tonight, 
and  he  little  suspects  the  effect  his 
childhood  has-  had  on  me  through 
the  years. 

What  is  a  child  that  thou  art 
mindful  of  him,  and  the  children  of 
men  that  thou  visitest  them?  That, 
more's  the  pity,  isn't  quite  what 
David  sang,  or  we  might  have 
started  studying  children  seriously 
centuries  sooner.  Although  children 
are,  unquestionably,  the  most  closely 
observed  and  most  carefully  nur- 
tured creatures  on  earth,  we  still 
don't  really  know  what  makes  them 

A  child  is  born,  and  even  in 
early  infancy — long  before  words 
have  any  significance — he  begins  to 
send  us  a  variety  of  messages  in 
response  to  our  approaches.  Soon 
his  actions  seem  to  be  self-initiated. 
An  independent  mind  is  emerging 
and  a  human  personality  is  revealed, 
with  all  that  human  beings  have 
ever  accomplished  or  imagined  as 

possibilities  for  his  future.  A  re- 
markable interchange  takes  place 
between  parents  and  child  which  is 
surely  the  most  important  dialogue 
he  will  ever  experience  no  matter 
how  wise  and  eloquent  he  may 
grow  up  to  be. 

We  think,  reasonably  enough, 
that  given  normally  affectionate 
parents,  a  child  will  develop;  and 
given  a  good  school,  he  will  learn. 
History,  of  course,  is  full  of  chil- 
dren who  went  ahead  without 
much  help.  Lincoln  is  usually 
quoted  as  the  classic  example,  but 
I  think  we  can  learn  still  more  from 
Anne  Sullivan.  No  one  with  a  spark 
of  intelligence  or  humanity  would 
have  chosen  for  any  child  the 
ordeal  of  her  early  years. 

And  yet  .  .  .  can  we  be  sure 
that  this  wasn't  the  right  up-bring- 
ing for  this  particular  child?  Had 
Anne's  mother  lived  and  her  father 
prospered,  would  she  have  grown 
up  to  be  one  woman  in  a  million,  a 
teacher  perhaps  unique? 

And  while  we  speculate,  let  us 
ask   whether    Helen    Keller   would 


have  become  the  great  and  gracious 
lady  of  Arcand  Ridge  without  an 
Anne  SulHvan?  Could  her  genius 
have  emerged  somehow  or  other 

We  cannot  tell,  we  know  so  little 
about  children  yet. 

We  know  still  less  of  deaf-blind 
children.  It  is  now  one  hundred  and 
twenty-nine  years  since  Laura 
Bridgman  came  to  Perkins,  and  Dr. 
Howe  proved  once  and  for  all  that 
even  when  a  girl  is  totally  blind 
and  totally  deaf  she  can  learn  and 
develop  her  own  unique  personality. 
It  is  seventy-nine  years  since  Anne 
Sullivan  left  Perkins  for  Alabama 
with  results  that  have  brought  us  all 
together  this  evening.  Yet  very  few 
of  the  deaf-blind  children  born  into 
the  world  this  year  will  have  any 
chance  of  an  education.  And  the 
same,  of  course,  is  true  of  children 
who  lose  their  sight  and  hearing 
during  their  formative  years. 

There  are  many  reasons  for  this, 
too  many  to  talk  about  this  evening. 
I  will  confine  myself  to  one  which 
is  perhaps  the  most  important. 

The  lack  of  sight  and  hearing 
prevents  a  child  from  playing  his 
part  in  the  dialogue  just  mentioned. 
The  sharing  of  feeling  which  pre- 
cedes even  the  first  exchange  of 
ideas  is  perhaps  the  essential  prel- 
ude to  communication.  Fathers 
and  mothers  need  their  children's 
smiles.  Without  them  they  cannot 
fulfill  their  role  as  parents.  The 
whole  pattern  of  growth  is  dis- 
rupted. The  child  gives  every  ap- 
pearance of  being  worthless,  clearly 
uneducable,  something  to  put  away. 

Just  how  many  deaf-blind  chil- 
dren actually  are  congenital  mental 
defectives,  brain  injured  or  mentally 
ill  we  do  not  know,  but  there  is 
reason  to  fear  that  many  who  give 
evidence  of  such  conditions  are 
actually  quite  normal.  Hiding  be- 
hind the  barriers  of  deafness  and 
silence  are  human  beings  waiting, 
as  Helen  Keller  did,  for  someone 

like  Anne  Sullivan  to  come  and — 
to  use  Helen's  own  words — GIVE 

We  have  made  much  progress  in 
the  thirty  years  since  Anne  Sullivan 
died.  In  an  increasing  number  of 
countries  a  deaf-blind  child  today 
has  a  fair  chance  of  an  accurate 
diagnosis.  Each  year,  also,  the 
chances  improve  of  their  being 
taught  to  communicate,  hopefully 
by  speech.  New  techniques  for 
teaching  the  deaf  to  speak  are  be- 
ing developed,  and  the  deaf-blind 
benefit.  More  teachers  each  year 
realize  the  full  significance  of  Helen 
Keller's  statement  that  WITHOUT 

The  future  looks  still  more 
promising.  There  are  things  hap- 
pening in  the  study  of  child  devel- 
opment and  education  today  which 
thrill  me  a  great  deal  more  than 
the  most  exciting  developments  in 
physical  science.  Who  would  have 
dreamed  a  decade  or  so  ago  of 
average  children  learning  to  read 
at  two  or  three,  and  primary-grade 
girls  and  boys  mastering  complex 
mathematical  laws.  These  are  but 
outward  signs  of  a  deeper  under- 
standing and  a  promise  for  the  fu- 
ture. While  all  children  will  gain,  as 
well  as  their  parents  and  teachers, 
it  seems  probable  that  the  handi- 
capped child  will  profit  most  of  all. 

Educating  deaf-blind  children  is 
enormously  costly  in  money,  effort, 
devotion  and  faith.  Each  one  of  the 
four  is  needed;  no  deaf-blind  child 
should  ever  be  deprived  of  any  of 

One  day  we  may  be  sure,  though 
it  seems  far  away  now,  all  deaf- 
blind  children  will  be  enabled  to 
develop  fully  their  human  potenti- 
alities. Not  until  then  will  the  pio- 
neering efforts  of  the  woman  we 
honor  at  this  Banquet  tonight  have 
earned  their  full  reward. 



Presented  by  Walter  Cronkite 

CBS  News  Correspondent 

at  the 

Annual  Meeting  of  the  President's  Committee 

on  Employment  of  the  Handicapped 

April  28,   1966 

I've  come  here  today  to  help  you  pay  tribute  to  a  truly  remarkable  man — 
Robert  J.  Smithdas.  Although  Mr.  Smithdas  is  seated  behind  me  now, 
he  is  unable  to  see  me — or  you — or  to  hear  my  words  as  you  hear  them. 

For  Mr.  Smithdas  is  both  blind  and  deaf. 

A  black,  acoustical  wall  separates  his  world  from  ours.  Neither  light 
nor  sound  can  penetrate  it. 

Yet  it  was  not  always  so.  Bob  Smithdas  was  born  in  Pittsburgh  41 
years  ago,  the  youngest  child  of  a  steelworker.  He  was  a  healthy,  happy 
little  boy — bright-eyed  and  alert. 

And  then  one  day — when  he  was  a  little  fellow  of  five — he  awoke 
from  his  afternoon  nap  crying  in  pain.  Spinal  meningitis  had  struck. 

After  anguishing  weeks  in  the  hospital,  little  Bobby  came  home  to  the 
loving  family  he  would  never  see  again.  He  could  still  hear  the  words  of 
comfort  they  shouted  into  his  ear — but  his  hearing,  too,  soon  left  him. 

By  the  time  he  was  ten,  the  darkness  surrounding  Bobby  had  grown 
silent.  He  stopd  alone — small  and  frightened — on  the  other  side  of  that 
thick  black  wall. 

What  would  you  have  done  in  like  circumstances?  What  would  I  have 
done?  Raged  at  the  wall  and  tried  to  knock  it  down?  Submitted  to  its 
overwhelming  strength  and  quietly  retreated  from  it?  Or  summoned  every 
bit  of  ingenuity  at  your  command  to  devise  a  way  of  getting  over  it? 

Bob  Smithdas  chose  to  accept  his  fate — and  to  prove  that  he  was  strong 
enough  to  challenge  it. 

It  wasn't  easy.  For  every  bit  of  progress  this  man  has  made  represents 
an  almost  super-human  effort. 

A  year  after  his  illness,  Bob  began  his  schooling  at  the  Western  Penn- 
sylvania School  for  the  Blind.  Already  almost  totally  deaf,  he  struggled  to 
learn  the  lessons  designed  for  youngsters  who,  though  blind,  were  able  to 
hear  their  teachers. 

The  struggle  finally  became  too  great — not  for  Bob,  but  for  his  teach- 
ers who  were  not  equipped  to  cope  with  his  special  problems.  At  15,  he 
transferred  to  the  Perkins  Institute  for  the  Blind  in  Watertown,  Massa- 
chusetts— a  school  with  facilities  for  teaching  the  deaf-blind. 

It  was  at  Perkins  that  Bob  began  to  show  his  true  mettle — his  ingenuity, 
his  resourcefulness,  his  intellectual  ability,  his  toughness. 

Because  he  couldn't  hear  his  own  words,  his  speech  had  become  badly 
slurred.  "Hello"  and  "Good-bye"  were  the  only  words  he  spoke  clearly. 
To  help  correct  this,  he  was  taught  to  read  lips  with  his  fingers.  It's  a 
difficult  technique  to  master  and  an  awkward  position  to  hold — thumb  to 
the  lips,  fingers  stretched  along  the  sides  of  the  throat. 


But  Bob  practiced  until  his  fingers  ached  and  his  shoulder  muscles  re- 
belled. The  effort  paid  off.  For  today  this  man  who  neither  sees  nor  hears 
can  follow  a  conversation  perfectly — even  to  determining  the  geographical 
origin  of  the  speaker.  And  as  the  ability  to  listen  returned,  so  also  did  the 
ability  to  speak. 

For  Bob  Smithdas,  the  impossible  has  always  meant  merely  a  challenge. 
Despite  his  handicaps,  he  has  always  believed  that  there  was  no  task  too 
great  for  him,  no  skill  he  could  not  acquire. 

Perhaps  it's  because  his  parents  refused  to  pamper  him,  expecting  of 
their  little  blind  boy  the  same  standards  of  behavior  and  achievement  that 
they  would  expect  of  any  child.  When  he  was  home  from  school,  they  let 
him  run  and  play  with  other  children — holding  his  own  as  best  he  could. 
They  even  bought  him  a  tool  kit  when  he  was  ten — weighing  the  possi- 
bility of  injury  against  the  self-confidence  the  young  carpenter  could 

So  Bob  began  to  build  what  his  eyes  could  only  imagine.  His  sensitive 
fingers  learned  to  follow  line  and  form.  He  was  learning  to  substitute 
feeling  for  eyesight — and  to  interpret  the  world  about  him  through  his 

Training  in  the  manual  arts  is  an  important  part  of  the  instruction  at 
Perkins,  and  Bob  Smithdas  displayed  unusual  manual  dexterity.  But  his 
retentive  memory  surprised  even  the  most  seasoned  instructors.  Once,  on 
a  bet,  young  Smithdas  dismantled  and  reassembled  an  automobile  engine 
— after  only  one  demonstration — in  the  incredible  time  of  20  minutes! 

Tasting  triumph,  he  decided  to  shoot  for  a  place  on  the  wrestling  team. 
His  try-out  was  a  dismal  failure — bad  enough  to  have  made  most  boys 
give  up.  But  it  only  made  this  boy  more  determined  to  succeed. 

After  two  years  of  scaling  ropes  and  lifting  weights  to  develop  the 
needed  strength,  Smithdas  finally  made  the  Perkins  wrestling  team.  And 
when  he  won  his  match  against  Andover  to  break  a  team  tie,  he  learned 
how  it  felt  to  be  a  hero! 

"An  obstacle  is  something  to  be  overcome,"  they  say  at  Perkins.  And 
Smithdas  thought  no  obstacle  too  big. 

Such  was  his  thinking  when  Bob  decided  to  reach  for  still  another  goal 
— that  of  acquiring  a  college  education.  Helen  Keller  had  done  it  50  years 
before,  he  reasoned,  so  why  couldn't  he? 


It  took  him  only  four  years  to  prove  that  he  could.  "Listening"  to  lec- 
tures spelled  into  his  hand  by  a  sighted  companion  and  poring  over  moun- 
tains of  Braille  textbooks,  he  w^as  graduated  from  St.  John's  University  in 
1950.  His  degree  was  conferred  Cum  Laude. 

And  so  he  moved  on  to  another  objective.  And  in  1953  he  took  his 
Master's  Degree  from  New  York  University — the  first  deaf-blind  person 
ever  to  earn  an  advanced  degree. 

But  for  Bob  Smithdas  this  was  only  a  beginning — a  way  to  open  the 
door  of  opportunity  to  the  2,000  other  deaf-blind  people  in  this  country. 
He  sees  his  achievements  not  as  ends  in  themselves — but  as  indications 
of  what  all  the  deaf -blind  are  capable  of  doing. 

Bob  Smithdas  could  have  been  a  poet — or  a  writer — or  a  successful 
businessman.  But  he  chose  to  devote  his  life  to  helping  his  fellows  who 
can  neither  see  nor  hear.  As  Associate  Director  of  the  Industrial  Home 
for  the  Blind  in  Brooklyn,  New  York,  he  serves  as  counselor  to  the  deaf- 
blind  clients. 

Many  of  the  men  and  women  whom  Smithdas  counsels  do  not  have  his 
intellect — or  his  fortitude — or  his  keen  sense  of  humor.  But  because  they 
are  in  daily  contact  with  Bob  Smithdas,  they  have  the  most  important 
thing  in  life — hope. 

For  in  Smithdas  they  see  a  man  who  has  surmounted  obstacles  equal  to 
theirs — and  emerged  as  an  intellectual  leading  an  independent  life  in  a 
bachelor  apartment — enjoying  dancing  as  well  as  fishing,  poker  as  well 
as  philosophy.  He's  a  man's  man  as  well  as  a  humanitarian — and  his 
success  in  achieving  a  full  and  happy  life  is  an  inspiration  to  all  who 
know  him. 

Because  he  has  had  faith  in  himself — and  because  others  have  had  faith 
in  his  ability — Bob  Smithdas  has  been  able  to  scale  the  silent  wall  that 
imprisons  the  deaf-blind.  His  life  is  a  testimony  to  the  courage  and  in- 
genuity of  all  the  handicapped. 

So  today  we  pay  tribute  to  a  courageous  man  of  action — Robert  Jo- 
seph Smithdas,  "Handicapped  American  of  the  Year!" 




Founded  1829 
A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


This  edifonal  is  part  of  the  address  given  by  Dr,  Salmon  at  the 
fown  on  April  13fh, 

"All  you  who  are  deaf-blind — Welcome" 

IT  is  our  hope  and  our  belief  that  when  this  centennial  year  is  com- 
pleted, the  world  will  better  know  and  understand  the  great  impact  the 
life  of  Anne  Sullivan  has  had  in  showing  the  way,  with  her  hand  on  the 
door  which  is  marked  'All  you  who  are  deaf-blind — Welcome".  You  and 
I  can  put  this  same  legend  on  our  doors,  and  by  doing  so  we  will  be 
carrying  out  the  hope  and  intent  of  her  legacy.  This  legacy  is  the  continu- 
ation of  her  work  throughout  the  world  which  did  not  end  with  her  death 
in  1936,  but  which  is  being  reaffirmed  and  revitalized  in  1966  as  a  major 
effort  of  her  Centennial  Commemoration.  Actually,  the  legacy  of  Anne 
Sullivan  was  never  formally  written  but  rather  is  the  unwritten  probate 
of  her  life's  work  and  challenge  bequeathed  to  us  to  remain  intact  forever. 
I  had  the  privilege  of  visiting  our  beloved  Helen  Keller  recently  at  her 
beautiful  home,  Arcan  Ridge  in  Westport,  Connecticut.  I  bring  you  her 
affectionate  greetings  and  her  sense  of  joy  in  the  honoring  of  Teacher. 
One  of  the  many  poignant  quotations  from  Helen  Keller  expressing  her 


feeling  for  Anne  Sullivan  is  the  following  so  beautifully  expressed  that  it 
keeps  coming  back  to  my  mind  over  and  over  again: 

"Once,  while  in  India,  I  saw  a  tree,  the  banyan,  which  resembles  my 
life.  Facing  drought  and  other  inclemencies  of  the  weather,  it  yet  finds 
ways  to  send  out  little  shoots  from  its  extremities,  and  they  drop  into 
the  ground,  take  root  and  put  on  branches,  leaves,  flowers  and  fruit  like 
the  parent  tree.  My  Teacher's  individuality  was  like  the  banyan.  Her 
work  for  my  development  seemed  to  have  no  root  or  seed  in  human 
experience.  Yet,  with  faith  and  courage,  she  created  me  as  a  little  shoot 
which  she  trusted  would  fall  into  good  soil  and  shape  itself  under  her 
watchful  eye  as  a  normal  human  being.  This  thought  thrills  me  with  a 
fresh  sense  of  the  spiritual  resources  which  she  exempHfied  and  which 
have  the  power  to  reorganize  life  in  unexpected  forms." 

lOtX^^^  -^  diiLxv\/N^v^ 

Peter  J.  Salmon 

Administrative  Vice  President 

The  Industrial  Home  for  the  Blind 

Active  during  the  Centennial 
Celebrations  was  Dr.  Gabriel 
Farrell,  Director  Emeritus  of 
Perkins,  who,  during  his  term  as 
Director,  did  much  to  further 
the  education  of  deaf-blind  chil- 
dren. With  him  here  is  Sister 
Aloysia  of  Saint  Mary's  School 
for  the  Deaf,  Buffalo,  N.  Y., 
who  worked  with  a  deaf-blind 
child  at  Perkins  thirty  years  ago. 


Arithmetic  Conference  at  Perkins 

been  reporting  on  our  investiga- 
tion into  and  use  of  new  methods 
and  materials  in  teaching  arithmetic 
to  bhnd  children.  This  inquiry  has 
had  two  main  purposes:  first,  to 
bring  to  our  blind  children  the  new, 
exciting  methods  and  materials 
commonly  known  as  Modern  Math; 
and,  second,  to  discover  more  effec- 
tive ways  of  bringing  to  blind  chil- 
dren important  basic  concepts  in 
numbers.  This  latter  goal  has  al- 
ways been  one  of  the  most  difficult 
for  blind  children  to  attain. 

Through  materials  adapted  for 
our  use  with  the  cooperation  of  the 
University  of  Illinois  Arithmetic 
Project  under  the  sponsorship  of 
Educational  Services,  Inc.,  and  es- 
pecially through  their  exciting 
methodology,  our  Lower  School 
students  have  shown  themselves 
the  equal  of  seeing  children  in  their 
ability  to  grasp  the  principles  of 
modern  math.  In  addition,  our 
teachers  are  using  Sterns  and  Cui- 
senaire  materials,  the  number  line 
and  the  abacus.  As  a  result,  the 
students  are  demonstrating  as  never 
before  an  understanding  of  basic 
mathematical  concepts. 

In  keeping  with  the  Perkins' 
tradition  of  sharing  the  benefits  of 
its  research,  Perkins  held  a  week- 
end workshop  last  March  to  present 
its  findings  in  arithmetic  to  teachers 

and  administrators  of  schools  and 
programs  where  blind  children  are 
being  taught.  The  response  was 
gratifying.  Teachers  and  adminis- 
trators came  from  six  residential 
schools  in  the  east:  the  North  Caro- 
lina State  School  for  the  Deaf  and 
Blind,  the  Maryland  School,  Over- 
brook  School,  Oak  Hill  School,  the 
New  York  Institute,  and  the  New 
York  State  School  at  Batavia.  In 
addition,  representatives  came  from 
the  Washington  State  School  and 
from  day  school  programs  for  blind 
children  in  Maine,  Massachusetts 
and  New  York. 

THE  PROGRAM  Consisted  primarily 
of  demonstrations  by  our  stu- 
dents and  brief  discussion  periods 
for  explanation  and  the  answering 
of  questions.  The  University  of  Illi- 
nois Arithmetic  Project  presented  a 
movie  called  "Graphing  Square 
Brackets"  which  shows  seeing  chil- 
dren working  effectively  with  ESI 
math  materials.  A  demonstration 
class  of  Perkins'  sixth  grade  stu- 
dents taught  by  Miss  Phyllis  Klein 
of  the  Arithmetic  Project  kept  the 
audience  on  the  edges  of  chairs  as 
the  children  explored,  pondered, 
debated,  reconsidered,  and  solved 
problems  from  algebra.  Professor 
David  Page,  head  of  the  Illinois 
project,  discussed  this  demonstra- 
tion and  answered  questions.  Miss 


Lynn  Albright  of  the  Perkins  staff, 
led  a  group  of  fifth  graders  in  an 
equally  exciting  demonstration  us- 
ing lattices.  Third  and  fourth  grade 
students,  directed  by  Miss  Cath- 
erine Crowell  of  the  Perkins  staff, 
explored  different  length  blocks 
tactually  and  discovered  how  to 
compute  their  surface  areas. 

Mrs.  Rhoda  Pill,  Perkins'  second 
grade  teacher,  then  stole  the  show 
as  her  students  demonstrated  their 
mastery  of  many  basic  arithmetic 
concepts  using  Cuisenaire  rods.  The 
little  children  arranged  their  rods 
and  answered  questions  with  as- 
surance leaving  no  doubt  that  they 
knew  what  they  were  doing  and 
were  not  dependent  upon  rote 
memory.  Dr.  Mae  Davidow  of 
Overbrook,  who  is  now  completing 
a  simplified  manual  for  teaching 
blind  children  to  master  the  abacus, 
finally  led  a  group  of  seventh  and 
eighth  grade  Perkins'  students  in  a 
demonstration  of  the  Cranmer 
abacus.  The  quickness  and  accuracy 
with  which  these  students  were  able 
to  solve  complicated  computations 
provided  assurance  that  the  abacus 
is  here  to  stay. 

The  visiting  guests  seemed  most 
enthusiastic  over  the  workshop.  All 
went  home  with  copies  of  the  Per- 
kins tactual  adaptations  of  the  Uni- 
versity of  Illinois  Arithmetic  Proj- 
ect materials  and  ESI  materials 
in  print.  Perkins  also  gave  each 
guest  a  sample  of  an  embossed 
number  line  for  use  in  arithmetic 
classes.  This  number  line  has  been 
developed  for  Perkins  at  the  Howe 
Press,  and  is  available  to  all  at  a 
nominal  cost  per  sheet.  The  work- 
shop demonstrations  seemed  to  in- 
dicate conclusively  that  we  have 
taken  a  great  stride  forward  in 
overcoming  many  of  the  problems 
our  blind  children  have  faced  in 
mastering  arithmetic. 

Benjamin  F.  Smith 




dents from  six  Schools  partici- 
pated in  the  Tenth  Annual  Music 
Festival  of  Eastern  Schools  for  the 
Blind  held  at  Hartford,  Connect- 
icut, April  22-24.  They  came 
from  the  Maryland  School  for  the 
Blind,  Overbrook  School  for  the 
Blind,  the  New  York  Institute  for 
the  Education  of  the  Blind,  the 
New  York  State  School  for  the 
Blind  at  Batavia,  the  Oak  Hill 
School  for  the  Blind  at  Hartford, 
and  Perkins. 

Mr.  Paul  Bauguss  was  in  charge 
of  the  Perkins  group  and  was  ac- 
companied by  other  members  of 
the  Perkins  Music  Faculty. 

The  main  event  of  the  Festival 
was  a  concert  on  Saturday  night 
by  all  the  joint  Choirs. 

The  Program  consisted  of  the 
following  numbers: 

Mass  in  E[) Schubert 


Lord  Enter  Not  Into 

Judgement    Bach 

148th  Psalm Holtz 

Gloria Poulenc 

These  Pleasures 

Melancholy  Give   Handel 

Haste  thee  Nymph 
from  L' Allegro 

Alleluia Randall  Thompson 

March  of  the  Three 

Kings   James  Reyes 


These  Annual  Music  Festivals 
provide  invaluable  experience  to 
all  the  boys  and  girls  who  partici- 





ON  December  28,  1965  William 
T.  Heisler,  Head  of  the  Perkins 
Teacher  Training  Department,  em- 
barked on  a  trip  to  Australia  where 
he  was  scheduled  to  participate  in  a 
biennial  conference  of  the  Austral- 
ian and  New  Zealand  Association 
of  Teachers  of  the  Blind.  Although 
this  Conference  was  scheduled  for 
January  14-21,  Mr.  Heisler  de- 
parted well  in  advance  of  that  time 
in  order  to  visit  schools  and  organi- 
zations for  the  blind  in  various 
countries  along  the  way. 

His  first  stop  was  Beirut,  Leba- 
non where  he  visited  the  Lebanese 
Institute  for  the  Deaf  and  Blind 
which  is  headed  by  a  former  Per- 
kins Teacher  Trainee,  Mrs.  Wadad 

Continuing  eastward,  Mr.  Heis- 
ler's next  stop  was  India  where  he 
spent  a  week  visiting  a  number  of 
schools  and  agencies  in  New  Delhi, 
Dehra  Dun,  and  Bombay.  The  Na- 
tional Association  for  the  Blind  was 
Mr.  Heisler's  coordinating  host 
during  his  stay  in  Bombay.  Here  he 
visited  two  schools  for  the  blind,  an 
adult  workshop,  and  interviewed 
prospective  students  at  the  head- 
quarters of  the  National  Associa- 
tion for  the  Blind. 

From  India,  Mr.  Heisler  flew  to 
Thailand  where  he  spent  two  days 
in  Bangkok  visiting  at  the  School 
for  Blind  Children  and  meeting 
with  former  students  from  Perkins. 

The  final  phase  of  Mr.  Heisler's 
journey  carried  him  to  Australia 
where  he  visited  schools  and 
agencies  for  the  blind  in  the  cities 
of  Sydney,  Melbourne,  and  Bris- 
bane. The  highlight,  of  course,  of 
the  Australian  trip  was  his  partici- 
pation in  the  International  Confer- 
ence held  at  Brighton,  South  Aus- 
tralia. During  this  Conference  Mr. 
Heisler  delivered  several  papers 
and  participated  in  planning  ses- 
sions related  to  teacher  training  and 

The  last  item  on  Mr.  Heisler's 
agenda  was  a  visit  to  New  Zea- 
land where  he  participated  in  a 
special  Teachers'  Institute  held  at 
Homai  College,  a  school  for  blind 
children  near  Auckland.  Before 
leaving  New  Zealand,  however,  he 
was  invited  on  a  trip  to  view  some 
of  the  natural  wonders  of  that 

The  homeward  journey  was 
made  via  Honolulu  where  an  addi- 
tional day  was  spent  in  sightseeing. 




THE  Easter  vacation  provided 
an  opportunity  for  the  boys  and 
girls  of  the  Class  of  1966  to  travel 
to  Washington  by  chartered  bus  for 
a  long  weekend.  Among  places 
visited  there  were  Mt.  Vernon,  the 
White  House,  the  Washington  and 
Lincoln  monuments,  the  FBI  Head- 
quarters and  the  Capitol. 

Accompanying  the  pupils  were 
Mr.  and  Mrs.  Fresina,  Class  Ad- 
visers, and  several  other  members 
of  the  faculty. 

sight  of  Peruvian  Indians 

DR.  Henry  Freeman  Allen  was 
appointed  by  Governor  Volpe 
of  Massachusetts  to  be  a  Perkins 
Trustee  in  1965.  A  well-known 
ophthalmologist  at  Harvard  Medi- 
cal School,  he  has  spent  many 
months  in  recent  years  working 
with  primitive  Indians  and  other 
jungle  inhabitants  in  Peru. 

An  article  in  the  Boston  Sunday 
Herald  for  April  25,  1966,  de- 
scribes his  work  at  the  Hospital 
Albert  Schweitzer  on  the  shores  of 
Lake  Yarinacocha. 

COMMENCEMENT  day  1966 

The  Class  of  1966,  fourteen  in 
number  will  receive  their  Grad- 
uation Diplomas  on  Friday,  June 

The  Invocation  will  be  given  by 
the  Rev.  Robert  P.  Rathbun,  Per- 
kins '55,  Pastor  of  the  Fifth  Street 
Baptist  Church  of  Lowell,  Massa- 

The  Commencement  Address 
will  be  given  by  Robert  J.  Smithdas, 
Perkins  '45,  of  The  Industrial  Home 
for  the  Blind,  Brooklyn,  New  York. 

A  Perkins  Certificate  of  Merit 
will  be  presented  by  Dr.  Augustus 
Thorndike,  President  of  the  Perkins 

Corporation,  to  Mr.  Frederick  B. 
Walsh  of  the  Perkins  Class  of  1900. 
The  Citation  reads: 

Inasmuch  as  the  TRUSTEES  of 
BLIND  have  throughout  its  long 
history  recognized  that  among  the 
school's  most  precious  assets  are 
those  men  and  women  who,  having 
been  graduated  from  Perkins,  have 
enriched  the  lives  of  their  commu- 
nities through  their  ability,  integ- 
rity and  unselfish  service;  and  inas- 
much as  the  Trustees  particularly 
valued  those  men  and  women  who 
devoted  their  lives  to  serve  other 
blind  people.  Therefore  they  take 
pride  in  presenting  this 



a  Graduate  of  the  Class  of  1900 

A  native  and  life-long  resident 
of  South  Boston  he  served  as  Or- 
ganist of  Saint  Brigid's  Church 
from  1914  to  1959.  As  a  Social 
Worker  in  the  Massachusetts  Divi- 
sion of  the  Blind  for  thirty-five 
years  he  was  both  friend  and  inspi- 
ration to  innumerable  blind  men 
and  women.  In  retirement  he  con- 
tinues to  combine  his  musical 
knowledge  with  his  concern  for 
Wind  musicians  by  transcribing 
music  into  Braille.  Presented  this 
10th  day  of  June  1966  at  the 
School  in  Watertown,  Mass. 


The  new  building  to  house 
the  Perkins  Research  Library 
is  now  nearing  completion. 
Plans  are  being  made  for  its 
official  opening  on  Monday, 
November  7th,  when  the 
Perkins  Corporation  holds  its 
Annual  Meeting. 


The   start  of   the   80-yard   dash   in   a   track   meet 
with  The  Oak  Hill  School,  Hartford,  Connecticut. 



VOL.  XXXVI,  NO.   1 



COVER  PHOTO— Jayne  Bleiler  and 
Eric  Clegg  lead  the  Class  of  1966 
from  the  Dwight  Hall  platform  after 
receiving  their  diplomas. 





Pupils  refurn  by  public  transportation 



Pupils  return  by  private  transportation 





1-2  Sat. 

&  Sun. 

Religious   Retreats  for   Upper  School    pupils 



Columbus    Day   Holiday 



Junior  High  Halloween  Party 
Senior  High  Halloween  Dance 



Lower  School   Halloween  Parties 

31 -Nov. 


International  Week 





Directors'  Memorial   Exercises.  Dwight  Hall  3:00  P.M. 



Annual  Meeting  of  Corporation 
Dedication  of  new  Perkins  Research  Library 



THANKSGIVING  RECESS  begins  at  noon 
(Glover  and  Potter  Cottages  Open) 










Christmas  Concert  for  the  Public,  Dwight  Hall 

3:30   P.M. 



Lower  School  Christmas  Parties 



Christmas  Concert  for  the   Public                    8:00   P.M. 



Upper  School  Christmas  Party 



Christmas  Assembly.  Dwight  Hall                   10:00  A.M. 

Vacation  begins  at  noon 

Final  Christmas  Concert  for  Parents  and  Staff 

—Dwight  Hall                                                   8:00  P.M. 
(Fisher  and  Eliot  Cottages  Open) 





Pupils  Return 


THE  LAST  Congress  enacted  legis- 
lation which  provided  federal 
funds  to  each  state  for  the  enrich- 
ment of  educational  programs.  The 
full  description  of  the  new  legisla- 
tion is  Public  Law  89-10,  Title  I 
as  amended  by  Pubhc  Law  313.  It 
is  simpler  to  refer  to  it  as  Title  L 
Handicapped  children  were  in- 
cluded among  the  beneficiaries  and 
Perkins  was  invited  to  participate. 

The  invitation  arrived  too  late 
in  the  school  year  for  us  to  initiate 
the  program  before  the  end  of  the 
term,  but  a  plan  for  a  brief  summer 
program  was  submitted  and  ap- 

The  summer  school  was  directed 
by  Mr.  A.  Claude  EUis,  Assistant 
Principal  of  Perkins  and  staffed  by 
regular  members  of  the  Perkins' 
faculty.  Since  the  program  was  non- 
residential, registration  was  limited 
to  children  living  within  easy  reach 
of  the  school.  Transportation  was 
provided  by  taxi  and  school  hours 
were  from  8:30  to  noon,  Mondays 
through  Fridays,  from  July  11  to 
August  5.  The  program  placed 
emphasis  on  arithmetic,  science, 
reading  and  writing  skills,  and  rec- 
reation was  a  part  of  the  day's  activ- 
ities. Swimming  was  included  and 
for  this  purpose  the  school  installed 
a  heater,  since  the  regular  source  of 
warm  water  for  our  pool  is  the 
Perkins'  Powerhouse,  which  is 
closed  during  the  summer  months. 

The  program  seems  to  have  been 
quite  successful.  Mr.  Ellis  reports 
ithat  attendance  was  very  good  and, 

for  the  most  part,  pupils  responded 
well.  The  staff  feels  that  a  great 
deal  was  accomplished  in  this  short 

In  addition,  the  summer  program 
included  home  counseling  by  Mrs. 
Eleanor  Schneider  and  Mr.  John  L. 
Morse,  counselors  in  our  depart- 
ment of  Psychology  and  Guidance. 
They  visited  parents  who  had  in- 
dicated an  interest  in  such  a 

THOUGHT  is  now  being  given  to 
ways  of  enriching  our  program 
during  next  year.  There  are  many 
ways  in  which  our  program  could 
be  improved  and  many  courses 
which  could  be  added.  Unfortu- 
nately, however,  our  program  is 
now  already  so  full  that  it  is  vir- 
tually impossible  to  add  anything 
to  the  schedule  from  Mondays  to 
Fridays.  Consequently,  we  are  con- 
sidering the  possibility  of  a  special 
program  of  enrichment  on  Saturday 
mornings.  This  program,  will  of 
course,  be  voluntary.  It  is  possible 
that  it  may  be  held  on  alternate 
weekends  so  that  pupils  who  go 
home  quite  regularly  may  still  do 
so  without  getting  out  of  touch 
with  family  and  home  community. 
Details  of  this  plan  will  be  sub- 
mitted to  the  state  of  Massachusetts 
at  the  appropriate  time,  and  also  to 
the  authorities  in  other  states  from 
which  our  pupils  come.  In  due 
time,  announcements  will  be  made 
to  our  parents. 


THE  Trustees  of  Perkins  School  for  the  BHnd  have  invited  the  Inter- 
national Conference  of  Educators  of  Blind  Youth  to  hold  their  fourth 
quinquennial  meeting  on  the  Perkins  campus  from  Aug.  21-26,  1967. 

It  is  expected  that  about  150  educators  from  all  over  the  world  will  at- 
tend this  conference,  including  official  delegates  representing  their  coun- 
tries, and  other  professional  participants  and  observers. 

Invitations  to  overseas  educators  were  mailed  to  them  several  months 

The  United  States  will  have  its  official  delegation  of  6  persons  selected 
by  the  American  Association  of  Instructors  of  the  Blind. 

Other  American  educators  of  blind  youth  are  eligible  to  attend  and 
are  invited  to  ask  for  registration  blanks.  The  conference  will  provide  a 
unique  opportunity  to  share  professional  knowledge  and  skills  with  visitors 
from  distant  parts. 

The  Conference  is  short,  and  the  program  is  crowded.  American  edu- 
cators can  make  valuable  international  contributions  only  if  they  live  on 
the  campus,  and  are  in  attendance  for  the  entire  six  days.  For  this  reason, 
part-time  enrollment  and  non-residential  registration  are  not  encouraged. 

The  Tentative  Program  is  as  follows : 

Sunday,  August  20, 

Convention  Registration — Howe  Building  2:00-  5:00  p.m. 
Meeting  of  the  Executive  Committee  2:30  p.m. 

First  meal  on  Perkins  Campus — Dinner  6:00  p.m. 

Evening  Entertainment — Dwight  Hall  7:30-  9:00  p.m. 

Monday,  August  21, 

Opening  Session  9:00-10:30  a.m. 

Report  of: 

1.  Executive  Committee 

2.  Finance  Committee 

3.  Nominating  Committee  (who  will 
submit  to  the  Convention  a  slate  of  officers  for 

4.  Planning  Committee  (who  will  re- 
port on  invitations  for  the  1972  Convention) 

Report  on  Leadership  Projects 

Tours  of  School  and  Howe  Press  10:45- 12: 00 noon 

First  Workshop  Session  2:00-  5:00  p.m. 

A-1 — Evaluation  and  Assessment  of  Pupils 
Leader — Carl  J.  Davis,  Perkins 

B-1 — Daily  Living  and  Physical  Activity 

Leader — W.  J.  J.  Kooyman,  Bussum,  Neth- 

C-1 — Teaching  of  Literacy  through  Braille 

Leader — Dr.  Berthold  Lowenfeld,  Berkeley, 

Second  Workshop  Session  7:30-  9:00  p.m. 

D-1 — Teaching  of  Number 

Leader — Benjamin  F.  Smith,  Perkins 

E-1 — Teaching  of  Science 

Leader — M.  S.  Colborne-Brown,  RNIB, 
London,  and  Richard  C.  Fletcher,  Worces- 
ter, England 

F-1 — Teaching  of  Geography  and  Social  Studies 
Leader — T.  V.  Thomas,  New  Zealand 

Tuesday,  August  22, 

Third  Workshop  Session 
A-2,  B-2,  C-2 
Historic  Tours  off  campus 
Dinner  in  Restaurant 

Wednesday,  August  23, 

Fourth  Workshop  Session 
D-2,  E-2,  F-2 

Demonstration  of  Technical  Devices  for  the  BHnd 
at  Massachusetts  Institute  of  Technology,  Cam- 

Dinner  at  Perkins 

Fifth  Workshop  Session 
A-3,  B-3,  C-3 

Thursday,  August  24, 

Sixth  Workshop  Session 
D-3,  E-3,  F-3 

Seventh  Workshop  Session 

G-1 — Teaching  of  Home  Economics 

Leader — Miss  Anna-Greta  Jansson,  Stock- 
holm, Sweden 
H-1 — Teaching  of  Music 

Leader — John  DiFrancesco,  California 
School  for  the  Blind 
I-l — Teaching  of  Slow  Learners 

Leader — S.  O.  Myers,  Condover,  England 

The  Convention  Banquet 

Friday,  August  25, 

Eighth  Workshop  Session 
G-2,  H-2,  l-l 

Educational  Tours  off  Campus 

Ninth  Workshop  Session 
G-3,  H-3, 1-3 

Saturday,  August  26, 
Closing  Session 
Election  of  Officers  1967-72 
Vote  on  Location  of  1972  Convention 
Closing  of  Convention 

Luncheon — Last  meal  on  Perkins  Campus 

9:00-12:00  noon 
2:00  p.m. 

9:00-12:00  noon 

2:00-  5:00  p.m. 

6:00  p.m. 

7:30-  9:00p.m. 

9:00-12:00  noon 
2:00-  5:00  p.m. 

6:30  p.m. 

9:00-12:00  noon 

2:00-  5:00  p.m. 
7:30-  9:00p.m. 

9:00-12:00  noon 
12:30  p.m. 

Accommodation  for  Conferees  from  U.S.A. 

Accommodations  will  be  provided  on  the  school  campus.  Room  and 
board  from  Sunday  afternoon,  August  20th,  to  Saturday  afternoon, 
August  26th,  $90.00. 

Meals  include — Restaurant  Dinner  on  Tuesday,  and  the  Thursday 
Banquet.  Enrollment  of  Americans  at  the  Conference  is  limited.  Early 
registration  is  requested.  Representatives  of  any  American  school  or 
agency  is  limited  to  two. 

Tours  will  be  arranged  as  shown.  American  conferees  will  be  charged 
at  cost.  Transportation  to  and  from  M.LT.  and  to  the  Restaurant  will  be 
provided  free. 



,1^^  0i 

Surrounded    by   parents   and   -friends,   the   Class   of    1966   marches  to   the   platform   in 

Dr.  Augustus  Thorndike,  President  of  the  Perkins'  corporation  presides  over  the  gradu- 
ation exercises,  June  10,  1966.  To  the  right  is  Mr.  Fred  Lehman  (Secretary  to  Mr. 
Smithdas),  Robert  J.  Smithdas  (Perkins  '45),  the  President's  Handicapped  Man  of 
the  Year  for  1966,  who  gave  the  Commencement  Address  and  the  Rev.  Robert  P. 
Rathbun  (Perkins  '55),  who  gave  the  Invocation.  Leaning  forward  is  Frederick  V. 
Walsh  (Perkins  class  of  1900),  who  received  a  Certificate  of  Merit  from  the  Perkins 

The  Commencement  Speaker,  Robert  J.  Smithdas,  returns  to  his  alma  mater  to  wish 
God-speed  to  the  graduates  of  the  school  from  which  he  departed  twenty-one  years 

After  the  Annual  Trustees 
Luncheon  to  the  Seniors,  two 
Deaf-Blind  graduates  converse. 
They  are  Robert  J.  Smithdas 
('45),  and  Gayle  Sabonaitis 

Graduation  1966 

The    Graduates   form    a    receiving    line   in   Allen 



Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



THIS  year,  as  reported  elsewhere  in  The  Lantern,  a  short  Summer  School 
session  was  financed  by  funds  supplied  by  the  Federal  Government. 
Funds  are  also  being  made  available  for  a  program  of  enrichment  during 
the  coming  school  year. 

This  Summer  School  grant,  channeled  through  the  Massachusetts  De- 
partment of  Education,  was  the  first  direct  grant  of  Federal  funds  for 
education  to  come  to  Perkins.  In  the  past  we  have  received  direct  Federal 
support  for  several  research  projects,  through  the  Department  of  Health, 
Education  and  Welfare,  but  no  funds  have  been  available  for  education. 

Perkins  has  long  profited  from  the  Federal  Act  to  Promote  the  Educa- 
tion of  the  Blind  which  supplies  educational  materials  through  the  Ameri- 
can Printing  House  for  the  Blind  in  Louisville,  Kentucky.  We  receive  be- 
tween forty-five  and  fifty  dollars  worth  of  braille  and  large-type  books 
per  pupil  annually,  and  some  tactual  materials.  This  legislation  has  pro- 
duced the  largest  and  most  varied  stock  of  educational  materials  in  the 
world  on  which  we  can  draw  for  our  needs.  This  Act,  with  its  generous 
appropriation,  has  undoubtedly  accomplished  more  for  the  education  of 
blind  children  than  any  other,  either  in  the  United  States  or  overseas. 

Perkins  has  also  benefited  from  the  program  for  the  blind  financed  by 
the  Library  of  Congress.  Although  most  of  the  clients  of  the  Perkins  Re- 
gional Library  are  adults,  the  majority  of  whom  lost  their  sight  after 
school  age,  our  pupils  do  use  the  braille  and  talking  books  that  the  Li- 
brary of  Congress  provides,  both  for  their  schoolwork  and  for  leisure 


Recent  legislation  gives  financial  aid  to  colleges  and  universities  giving 
courses  to  train  handicapped  children.  The  effect  of  this  legislation  will 
be  felt  at  Perkins  this  year  for  the  first  time.  It  is  too  early  to  say  how 
beneficial  it  will  be. 

Boston  College  will  receive  support  for  the  two  programs  for  training 
teachers  of  the  blind  and  teachers  of  the  deaf-blind,  and  a  limited  number 
of  scholarships  in  generous  amounts  will  be  available  to  trainees.  How- 
ever benevolent  may  be  its  intent,  Federal  aid  does  mean  a  measure  of 
Federal  control,  and  some  of  the  regulations  governing  our  program  from 
now  on  may  weaken  it  from  the  point  of  view  of  Perkins.  Only  experience 
can  tell  how  well  this  will  work  out. 

Additional  moves  toward  Federal  Aid  for  the  Education  of  the  Handi- 
capped are  being  made  in  Washington  at  present.  Under  Title  VI,  under 
consideration  in  the  Senate  and  House,  it  would  appear  as  though  direct 
grants  by  the  Federal  Government  to  the  individual  States  for  the  educa- 
tion of  the  handicapped  may  be  made.  No  doubt  there  will  be  many  who 
will  condemn  such  an  attitude  and  insist  that  the  responsibility  for  the 
education  of  their  children  lies  wholly  with  the  States.  This,  however,  has 
never  actually  been  true  in  practice,  and  experience  would  seem  to  indi- 
cate that  many  handicapped  children  throughout  the  country,  particularly 
in  those  States  which  make  low  per  capita  expenditures  for  the  education 
of  its  children  as  a  whole,  will  benefit  from  such  action. 

It  may  take  a  little  while  for  details  to  be  straightened  out  to  the  benefit 
of  the  ch'ldren  concerned,  but  there  is  no  doubt  that  a  new  era  is  opening 
for  the  education  of  the  handicapped,  including  the  blind.  The  interest 
both  of  Congress  and  the  Administration  is  to  be  applauded  in  this  matter, 
and  our  support  and  cooperation  is  gratefully  given. 

This  Federal  assistance,  generous  as  it  is,  is  a  minor  factor  in  the  fi- 
nancing of  Perkins.  The  purpose  of  increased  Federal  aid  is  to  enrich 
school  programs  which  by  providing  more  opportunities  for  growth,  in- 
creases the  demands  upon  our  other  resources. 

Elsewhere  in  this  Lantern  is  a  lengthy  attempt  to  estimate  the  effects  of 
recent  rubella  epidemics  in  the  United  States.  Already  requests  for  as- 
sistance with  deaf -blind  children  born  at  this  time  are  reaching  us  from  all 
parts  of  the  country.  Never  have  so  many  demands  been  made  upon  our 
endowment  income  as  at  present,  and  future  requirements  loom  increas- 
ingly large. 

The  Perkins  endowment,  always  a  major  factor  in  our  School's  growth, 
is  thus  assuming  ever  growing  significance.  Non-capital  donations  are 
equally  important,  particularly  for  work  with  the  deaf-blind. 

Edw^ard  J.  Waterhouse,  Director 


Paper  Read  at  Conference  of  Executives  of  American  Schools  for  the  Deaf 
Hot  Springs,  Arkansas,  April  28,  1966 


Edward  J,  Waterhouse,  Director,  Perkins  School  for  the  Blind 
Watertown,  Massachusetts 

EDUCATORS  of  blind  and  deaf- 
blind  children  are  seriously 
worried  over  the  results  of  two  ma- 
jor rubella  epidemics  in  the  United 
States  in  1964  and  1965. 

Not  only  have  these  epidemics 
produced  an  undetermined,  but  a 
very  large  number  of  handicapped 
children,  but  the  nature  of  the 
handicaps  themselves  is  peculiarly 
serious  and  likely  to  require  pro- 
grams of  rather  overwhelming  pro- 

On  the  whole,  available  services 
for  children  with  a  single  physical 
handicap  are  fairly  adequate  in  the 
United  States  and  probably  capable 
of  quite  rapid  expansion  should  the 
need  arise.  There  exists  a  supply  of 
teachers  trained  and  experienced  in 
the  education  of  the  deaf,  the  blind, 
the  mentally  retarded  and  those 
with  heart  defects.  The  supply  is 
not  as  big  as  we  could  wish,  but  ex- 
panding programs  of  teacher  train- 
ing give  us  some  cause  for  opti- 
mism for  the  future. 

Unfortunately,  most  of  the  chil- 
dren with  rubella  acquired  while 
yet  unborn  have,  if  they  are  not 
entirely  normal,  a  combination  of 
defects  including  visual  impairment 
from  cataracts — which  cause  a  par- 
tial loss — or  glaucoma  which  can 
result  in  total  blindness;  deafness 
following  one  of  two  characteristic 
audiometric  patterns,  a  variety  of 
cardiac  conditions  ranging  in  se- 
verity from  minor  to  fatal,  and  all 
degrees  of  mental  retardation. 

Our  experience  indicates  that  a 
most  difficult  combination  of  handi- 
caps to  overcome  educationally, 
vocationally,  socially,  and   perhaps 

economically  is  deafness  and  blind- 
ness. The  deaf  rely  so  much  on 
sight,  and  the  blind  are  forced  to 
make  such  excessive  use  of  hearing 
that  severe  or  even  moderate  visual 
and  auditory  losses  in  combination 
provide  major  difficulties.  Unfor- 
tunately, the  maternal  rubella  syn- 
drome— as  the  medical  profession 
terms  it — frequently  combines  deaf- 
ness and  blindness.  For  this  it 
would  seem  that  we  are  not  equipped 
nor  will  we  be  in  three  years  when 
the  children  from  the  1964  epi- 
demic reach  school  age. 

A  vailable  Statistics 

AVAILABLE  Statistics  are  scanty 
.  and  unreliable,  with  no  indica- 
tion of  the  type  or  severity  of  the 

For  example,  an  article  in  the 
magazine  CHILDREN  for  Sep- 
tember-October 1965,  page  205, 
quotes  Dr.  Richard  Masland,  Di- 
rector of  the  National  Institute  of 
Neurological  Diseases  and  Blind- 
ness, as  stating  that  the  epidemic  of 
1964-65  resulted  in  "at  least  four 
thousand  defective  babies  born  to 
the  two  million  pregnant  women 
then  at  risk.'' 

The  truth  is  that  the  exact  num- 
ber of  children  with  the  rubella 
syndrome  in  America  is  not  known. 
I  have  sought  information  from  the 
Biometrics  Division  of  the  National 
Institutes  of  Health  in  Bethesda, 
Maryland,  and  am  told  by  its  Chief, 
Dr.  Hyman  Goldstein,  that  com- 
plete national  statistics  do  not  exist. 
Enough  is  known,  however,  to  pro- 
vide   plenty    of    concern.    Let    me 


quote  some  other  material: 

Steven  M.  Spencer,  Senior  Science 
Editor  of  the  Saturday  Evening 
Post,  wrote  an  article  entitled  AT- 
lished in  March  1965.  In  it  he 
quotes  Dr.  Virginia  Apgar,  Direc- 
tor of  Birth  Defects  Research  of 
the  National  Foundation.  She  esti- 
mated that  the  rubella  epidemic  of 
1964  could  have  produced  fifteen 
thousand  to  twenty  thousand  chil- 
dren with  the  rubella  syndrome. 
On  November  14,  1965,  THE 
NEW  YORK  TIMES  quotes  Dr. 
Apgar  as  having  increased  her  esti- 
mates to  between  twenty-three 
thousand  and  fifty  thousand. 

Mr.  Spencer  states  that  "only 
about  1.5  per  cent  of  babies  born 
to  mothers  who  contract  German 
Measles  in  the  critical  first  three 
months  of  pregnancy  will  be  men- 
tally retarded."  That  is  between 
three  hundred  and  fifty  and  seven 
hundred  and  fifty,  based  on  the 
larger  estimate  above.  "But,"  he 
continues,  "a  much  larger  propor- 
tion of  the  infants,  estimated  at 
fifteen  to  fifty  per  cent,  with  the 
higher  figure  applying  when  the 
mother  is  infected  in  the  very  first 
month,  will  suffer  one  or  more 
other  defects."  Clearly  these  are 
statistics  which  are  difficult  to  in- 

NATURALLY  thcsc  rcccnt  rubella 
epidemics  have  aroused  con- 
siderable interest  in  the  medical 
profession.  In  May  1965  a  Rubella 
Symposium  was  held  in  Philadel- 
phia jointly  by  the  American  Pedi- 
atric Society  and  the  Society  for 
Pediatric  Research.  Here  the  major 
rubella  research  groups  in  the 
United  States  presented  a  summary 
of  their  studies  which  were  the 
outcome  of  the  extensive  1964 
epidemic.  These  reports  have  been 
printed  in  the  October  1965  issue 
of  the  American  Journal  of  Dis- 
eases of  Children,  a  publication  of 

the  American  Medical  Association. 

The  reports  are  chiefly  of  inter- 
est to  physicians,  whose  main  pur- 
pose at  present  is  to  develop  pre- 
ventive measures.  For  educators 
who  have  already  had  to  work 
with  children  who  are  the  victims  of 
maternal  rubella,  they  contain  much 
of  interest,  but  little  that  is  new. 
There  is  some  material  which 
should  comfort  expectant  mothers. 
For  instance,  it  is  becoming  clear 
that  the  risk  of  injuring  a  develop- 
ing foetus  grows  rapidly  less  after 
the  first  few  weeks  of  gestation. 
Also  the  survival  of  a  large  num- 
ber of  apparently  quite  normal 
children  who  have  been  exposed  to 
maternal  rubella  is  reassuring. 

This  magazine  reports  a  study  of 
six  thousand  pregnancies  between 
January  and  June  1965  in  eleven 
hospitals  from  Boston  to  Oregon 
which  showed  that  seven  hundred 
and  fifty,  or  over  one  per  cent  were 
exposed  to  rubella.  One  hundred 
and  thirty-five  contracted  rubella — 
that  is  one-fifth  of  one  per  cent. 
The  outcome  was  as  follows: 

Therapeutic  Abortion 
Spontaneous  Abortion 
Still  Birth 
Neonatal  Death 


Total  15,  or  over  ten  per  cent  of 
the  children  did  not  survive  birth. 

Rubella  Syndrome  6 

Rubella  Syndrome  Suspected     2 
Acute  Rubella  of  Newborn         1 

Total  9,  or  six  per  cent  of  total. 
Normal  children  born  to  these 
mothers  were  one  hundred  and  ten 
or  eighty-four  per  cent. 

The  medical  descriptions  of  the 
eight  with  rubella  syndromes  defy 
an  educator's  power  of  interpreta- 
tion, but  cataracts  and  heart  disease 
are  listed  commonly.  No  sign,  how- 
ever, is  reported  of  any  mentally 
retarded.  Perhaps  they  went  unde- 
tected in  these  early  days  of  the 
children's  lives. 


Also  among  the  six  hundred  and 
fifteen  births  from  the  mothers  who 
were  exposed  only,  but  did  not  con- 
tract rubella,  there  were  a  further 
six  with  rubella  syndrome,  or  one 
per  cent,  making  a  total  of  seven 
per  cent  all  together.  Going  back 
to  Dr.  Apgar's  figures,  this  means 
possibly  fifteen  hundred  to  thirty- 
five  hundred  children  with  the  ru- 
bella syndrome  from  that  one 

MANY  of  you,  no  doubt,  have 
some  statistics  of  your  own. 
Dr.  Edgar  Lowell  of  the  John 
Tracy  Clinic  told  me  that  following 
the  epidemic  they  learned  of  as 
many  rubella  children  in  the  next 
year  as  they  had  during  the  pre- 
vious five  years.  This  four  hundred 
per  cent  increase  may  prove  to  be  a 
helpful  guideline  for  us  all,  though 
some  of  our  figures  would  indicate 
that  the  increase  has  been  at  least 
twice  this  amount. 

There  is,  of  course,  nothing  new 
about  having  to  educate  rubella 
children  except  for  the  anticipated 
increase  in  numbers.  Perkins  has 
had  them  in  the  Deaf-Blind  Depart- 
ment for  ever  twenty  years.  The 
rubella  syndrome  was  first  identi- 
fied by  Dr.  Gregg  in  Australia  in 

During  the  past  few  years  we 
have  studied  thirty-eight  rubella 
children  in  our  Department  for 
Deaf-Blind  Children  at  Perkins. 
This  work  has  been  carried  out 
mainly  by  Miss  Nan  Robbins 
whose  responsibility  is  to  carry  on 
educational  research  in  the  Depart- 
ment. She  has  been  assisted  by  Mrs. 
Gertrude  Stenquist  who  does  psy- 
chological research  with  her.  I 
might  mention  that  four  of  this 
group  we  describe  as  RUBELLA 
TYPE.  There  is  no  evidence  that 
their  mothers  ever  had  rubella,  but 
they  seem  to  have  the  same  symp- 
toms and  patterns  of  behavior,  and 

it  is  possible  that  maternal  rubella 
went  undetected. 

Of  these  thirty-eight,  fourteen 
were  found  to  be  too  low  to  war- 
rant acceptance  into  our  program. 
We  did  accept  the  remaining 
twenty-four.  Of  these,  sixteen 
proved  trainable,  six  are  what  we 
consider  low-educable,  and  two 

This  perhaps  will  be  more  mean- 
ingful if  I  indicate  briefly  how  we 
define  these  terms  for  the  purpose 
of  our  study.  A  high-educable  child 
will  be  able  to  engage  in  an  aca- 
demic education  and  should  be  able 
to  participate  socially  and  eco- 
nomically in  his  community  or  pos- 
sibly in  a  workshop  situation.  A 
small  number  may  attend  college. 

The  low-educable  will  acquire  a 
symbol  system,  either  manual  or 
speech,  which  will  be  adequate  for 
everyday  needs  and  for  general  so- 
cial conversation,  but  limited  in 
scope  and  fluency.  These  children 
will  progress  on  an  academic  level 
to  a  limited  degree,  perhaps  to  the 
third  grade.  These  will  contribute  to 
their  own  support  to  varying  de- 
grees, probably  within  the  limits  of 
a  sheltered  workshop  or  at  home, 
or  possibly  in  a  small  business  situ- 
ation such  as  a  gas  station  or  small 

The  trainable  children  may  ac- 
quire the  rudiments  of  a  symbol 
system,  both  receptive  and  expres- 
sive, on  a  concrete  level.  The  sys- 
tem of  communication  will  gen- 
erally be  manual  or  written, 
however  speech  may  be  used  in 
cases  in  which  the  auditory  system 
is  intact  and  in  which  there  is 
considerable  residual  hearing.  Some 
simple  work  may  be  done  in  the 
basic  subjects — reading,  writing 
and  arithmetic — however,  academic 
achievement  is  generally  limited. 

These  children  may  do  some 
simple  work  in  a  sheltered  work- 
shop, all  within  an  institutional  en- 


vironment.  For  the  most  part  they 
will  probably  remain  at  home  and 
then  later  be  institutionalized.  They 
will  be  helpful  in  carrying  out  sim- 
ple tasks  around  the  home  or  in  the 
institution  if  taught  to  do  so.  They 
can  occupy  themselves  to  some  ex- 
tent. They  need  a  certain  amount 
of  guidance  and  supervision  most 
of  the  time.  They  can,  however, 
through  this  training  become  hu- 
man beings.  Without  special  help 
they  remain  little  more  than  vegeta- 

Among  these  children,  only  two 
were  actually  blind — of  the  twenty- 
four.  Each  had  glaucoma.  The  ru- 
bella syndrome  characteristically 
produces  cataracts  which  are  usu- 
ally removed  in  the  first  few 
months  of  life.  Only  thirty-five  per 
cent  of  these  surgical  operations  re- 
store full  vision.  Group  education 
is  virtually  impossible.  The  sight  is 
probably  satisfactory  for  reading 
large  type  under  carefully  struc- 
tured conditions.  Some  children 
have  poor  depth  perception,  and 
some,  according  to  Miss  Robbins, 
lack  "the  desire  to  see."  These  are 
the  most  difficult  of  all  to  help 

Among  our  group  there  are  four 
types  of  hearing  losses,  six  of  them 
have  severe  sloping  losses  with 
hearing  only  in  the  very  low  fre- 
quencies. We  also  have  two  with 
auditory  agnosia,  and  two  with  dis- 
abilities that  seem  to  be  aphasia. 
The  remaining  eleven  have  a  flat 
sixty  to  eighty  decibel  audiogram. 

ALTHOUGH  I  know  this  is  very 
dangerous,  and  likely  to  be 
misquoted,  I  will  attempt  to  project 
the  results  of  our  experience  with 
the  very  small  group  of  thirty-eight 
into  the  national  figures  which,  let 
us  remind  ourselves,  are  also  quite 
uncertain.  However,  using  Dr.  Ap- 
gar's  totals  and  the  study  of  six 
thousand  pregnancies  reported  in 
the  American  Journal  of  Diseases 

of  Children,  and  combining  them 
with  our  own  percentages,  we  come 
to  the  possible  figures  of  fifteen  hun- 
dred to  thirty-five  hundred  rubella 
syndromes  for  the  one  epidemic. 
There  was  another  epidemic  in 
1965.  There  will,  I  suppose,  be 
more  before  total  immunization  is 
achieved.  With  this  in  mind,  a  fig- 
ure of  thirty-eight  hundred  seems 
conservative.  Suppose  that  half 
have  defective  sight  and  hearing, 
which  may  or  may  not  be  a  valid 
judgment,  we  should  expect  seven 
hundred  too  low  for  training,  eight 
hundred  trainable,  three  hundred 
low-educable  and  one  hundred 
high-educable.  The  last  three 
groups,  totaling  twelve  hundred, 
should  be  compared  with  the  ninety 
children  in  special  departments  for 
the  deaf-blind  in  the  United  States 
today  which  includes  a  large  num- 
ber of  children  who  do  not  have 
the  rubella  syndrome. 

Remembering  that  these  are  the 
FIRST  IMPACT  figures,  children 
due  to  reach  us  about  1969  to 
1970,  if  these  figures  are  too  high 
by  a  hundred  per  cent,  they  are 
still  formidable. 

As  a  result  of  these  figures,  I  sent 
a  telegram  to  President  Schunoff  on 
April  22  as  follows: 

"As  I  cannot  arrive  until  noon 
on  April  27,  may  I  request  the 
Resolutions  Committee  to  consider 
some  action  along  the  following 
lines:  Educators  of  handicapped 
children  are  becoming  increasingly 
aware  of  the  prospect  of  receiving 
into  their  programs  a  large,  but  un- 
determined number  of  children 
who  are  victims  of  maternal  ru- 
bella. The  effects  of  rubella  epi- 
demics in  the  United  States  in  1964 
and  1965  still  remain  largely  un- 
known except  in  certain  local  areas. 
Since  there  is  little  time  available 
to  calculate  the  size  of  the  problem, 
to  plan  programs  and  facilities  and 
to  train  the  needed  personnel,  the 


CEASD  in  conference  in  Hot 
Springs,  Arkansas,  is  asked  to  pass 
the  following  Resolution: 

Be  it  RESOLVED  that  the  Sec- 
retary of  Health,  Education  and 
Welfare  be  requested  to  make  as 
complete  a  survey  as  possible  of 
the  numbers  of  children  in  the 
United  States  who  as  a  result  of 
maternal  rubella  will  be  in  need  of 
special  educational  programs.  The 
CEASD  offers  its  support  to  the 
Secretary  to  carry  out  such  a  sur- 
vey which  should  include,  where 
possible,  the  fullest  information 
concerning  the  educational  potential 
and  special  needs  of  each  child. 

Time  is  very  short.  Even  if  these 
results  are  available  to  us  a  year 
from  now,  we  would  only  have  two 
years  to  prepare  to  receive  these 
children  into  our  programs.  There 
are  some  things  which  I  think  we 
should  do  even  before  any  national 
survey  is  begun: 

1.  Seek  out  the  children  in  our 
communities.  Work  with  the  local 
health  authorities  now.  Meet  the 
children's  parents  as  soon  as  we 
can.  Avoid  a  repetition  of  some  of 
the  mistakes  we  made  when  we 
faced  the  retrolental  fibroplasia 
wave  twenty-five  years  ago. 

2.  Plan  for  financing  programs. 

3.  Plan  for  Teacher  Training. 

4.  Let's  not  overlook  the  seven 
hundred  "too  low  for  training." 
The  sky  is  the  limit  in  educational 
thinking  today,  but  don't  let's  over- 
look the  fact  that  at  times  we  have 
to  dive  into  the  basement  and  the 

THE  United  States  for  once  is  not 
first  in  the  field,  and  in  this 
case  we  can  be  most  grateful.  Eng- 
land has  had  several  serious  ru- 
bella epidemics.  In  late  December 
1965  I  attended  the  second  of  two 
Symposia  on  rubella  children  that 
have  been  held  in  England  in  re- 
cent years.  This  was  at  Oxford  and 
over  one  hundred  persons  attended, 
the  majority  being  parents  of  deaf- 
blind  children.  Indeed  the  initiative 
in  the  United  Kingdom  has  been 
taken  by  a  group  of  parents  who 
have  organized  an  association  to 
the  great  embarrassment  of  educa- 
tors. Let  us  not  make  the  same 
mistake.  It  is  up  to  us  to  help  par- 
ents and  not  the  reverse.  Let  us,  if 
possible,  be  the  ones  to  move 
toward  a  solution;  we  have  no  time 
to  waste. 


PERKINS  enters  its  one  hundred 
and  thirty-fifth  year  of  service  to 
blind  boys  and  girls  on  September 
19th  with  the  opening  of  classes. 
Enrollment  continues  high  in  spite 
of  the  passing  of  the  retrolental 

This  year  we  begin  a  new  teacher- 
training  relationship.  Both  our  pro- 
grams, one  for  training  teachers  of 
the  blind,  and  one  for  teachers  of 
the  deaf-blind  will  be  given  jointly 
by  Perkins  and  Boston  College. 

In  the  program  for  teachers  of 
the  blind,  which  is  led  by  Mr. 
William  T.  Heisler,  will  be  in- 
cluded, as  usual,  several  overseas 
students,  with  four  from  India, 
one  from  Okinawa,  and  one  from 

Mr.  Joel  R.  Hofi",  who  is  respon- 
sible for  the  program  for  training 
teachers  of  the  deaf-blind,  has  en- 
rolled an  unusually  large  group  in- 
cluding students  from  Denmark, 
New  Zealand,  and  New  South 
Wales,  Australia. 

On  Graduation  Day  the 
Trustees  inspected  progress  on 
the  new  building  for  the  Per- 
kins Research  Library  to  be 
opened  Novennber  7th.  L  to  R 
—Mr.  Robert  H.  Hallowell. 
the  Director  (back  to  cannera), 
Mr.  David  Cheever,  Vice  Presi- 
dent Samuel  Cabot  Jr.,  and 
Assistant  Treasurer  John  W. 

The  Perkins  Museum  has 
many  exciting  surprises 
for  all  our  pupils.  Here 
with  the  help  of  Miss 
Cathleen  M.  Caputo,  a 
fox  is  introduced  to 
Debbie  Brummett  of  the 
Deaf-Blind     Department. 

Photo:  Courtesy 
New  Bedford  (Mass.) 
Standard  Times 


(A  tribute  to  Anne  Sullivan  Macy.) 

No  song  their  mothers  sang  when  they  were  young, 

No  oriole  fluting  from  the  leaf -hung  bough, 

Nor  any  syllable  of  any  tongue. 

Nor  natural  song  of  speech,  can  reach  them  now. 

No  light  of  long-remembered  summer  moon, 

Nor  sunset,  with  its  banners,  marching  west, 

Nor  radiance  of  rainbow,  glint  of  noon. 

Can  pierce  that  dusk  whereof  they  are  possessed. 

Yet  these  are  LAUGHING  children  and  their  blood 

Throbs  with  the  lilt  of  springtime,  leaps  to  know 

The  swift,  ecstatic  moment:  life  is  good! 

They  walk  with  hope  to  greet  it  as  they  grow. 

Because  you  lived.  Wise  Teacher,  love  shines  here, 

And  minds,  attuned  to  knowledge,  learn  to  hear. 

Richard  Kinney,  B.A.,  L.H.D. 

Associate  Director 

Hadley  School  for  the  Blind 

Richard  Kinney,  the  Associate  Director  of  the  Hadley  School  for 
the  Blind,  is  himself  deaf-blind.  This  poem  was  presented  at  the 
1966  Convention  of  the  American  Association  of  Workers  for  the 
Blind  in  Pittsburgh,  Pennsylvania,  in  August.  It  is  printed  here  with 
his  permission.  Mr.  Kinney  and  his  secretary,  Mrs.  J.  Ridenour, 
just  completed  a  tour  of  the  world,  sponsored  by  the  Lions  Clubs  of 
Illinois.  During  this  tour  they  were  received  by  His  Holiness  The 
Pope  and  by  the  Prime  Minister  of  India,  Mrs.  Gandhi. 




VOL.  XXXVI,  NO.  2 

DECEMBER   1966 

COVER  PHOTO— Miss  Florence  J.  Worth  of 
the  Library  staff  at  work  in  the  New  Research 
Library  Building 

Table  of  Contents 

Dedication  Talk — Miss  Diamond  3 

Pictures:  Perkins  Research  Library   7 

Rare  Books  in  Perkins  Research  Library 14 

Editorial    16 

On  and  Off  the  Campus 18 

Dr.  Waterhouse  Receives  Migel  Medal 23 



Sun.      1 


Mon.     2 

Pupils  Return 

Tues.     3 

Classes  Resume 

Mon.     9 

Wrestling  Season  Opens  at  Wellesley  High  School 

Tues.  &  Wed.     17-18 

Scholastic  Aptitude  Tests 

Jan.31-Feb.  2 

Mid-Year  Exams 


Fri.          3 

Girls'  Winter  Dance 


Senior  High  Achievement  Tests 

Fri.        17 

Washington's  Birthday  Recess  Begins  at  Noon 

Sun.      26 

Pupils  Return 

Mon.     27 

Classes  Resume 


Fri.  &  Sot.     3-4 

E.A.A.B.  Wrestling  Tournament  at  Overbrook  School   for 

the  Blind,  Philadelphia,  Pennsylvania 

Sun.      12 

Annual  Parents  Luncheon— 12:30  p.m. 

OPEN  HOUSE-~2:30-4:30  p.m. 

Fri.        17 

Easter  Recess  Begins 

Brooks  and  Tompkins  Cottages  Open 

Mon.     27 

Pupils  Return 

Tues.     28 

Classes  Resume 

Miss  Isabella  S.  Diamond 




Perkins  School  for  the  Bhnd 
Watertown,  Massachusetts 

November  7,  1966 

THIS  is  an  occasion  on  which  to  say  a  good  word  for  tradition,  because 
it's  somewhat  safer  in  Boston  than  in  other  cities  one  might  name.  Bos- 
ton, living  as  it  does  among  so  many  great  modern  institutions  of  learning, 
never  stands  in  awe  of  tradition,  but  rather,  more  than  any  other  American 
city,  knows  how  to  use  it. 

Certainly  people  in  work  for  the  blind  understand  this  is  true  of  the 
extraordinary  achievement  now  known  simply  as  "Perkins"  after  having 
shed  many  other  more  complex  names,  for  few  human  undertakings  have 
ever  put  deeper  roots  into  a  community.  Probably  no  one  knows  who  first 
said  Bostonians  would  not  go  to  heaven  if  they  did  not  leave  money  to 
Perkins,  nor  does  it  matter.  It  is  quite  obvious  that,  from  far  back,  a 
number  of  Bostonians  believed  it,  and  we  can  see  the  result. 

All  of  us  who  are  interested  in  severe  handicaps  have  a  great  deal  of 
trouble  with  words.  The  words  which  come  to  be  associated  with  physical 
limitations  of  one  sort  or  another  run  the  chance  of  being  swamped  by  the 
pity  and  fear  which  they  occasion  in  the  public  mind.  This  makes  very 
arresting  an  old  Perkins  legend  of  a  little  colloquy  between  Julia  Ward 
Howe  and  Michael  Anagnos,  her  son-in-law,  in  which  she  is  supposed 
to  have  said,  "Oh,  Michael,  asylum  is  a  beautiful  word!  America  was  your 

1ET  us  pause  and  congratulate  ourselves  on  living  in  a  country  and  a 
J  time  when  blind  children  no  longer  need  asylum.  How  proud  everyone 
ought  to  be  who  has  worked  through  the  years  to  bring  about  this  fortu- 
nate state  of  affairs.  Much  care  and  devotion  to  duty  have  gone  into  en- 
dowing that  rather  plain  name,  "Perkins,"  with  everything  it  has  come  to 

Augustus  Thorndike,  M.D., 
President  of  the  Perkins 
Corporation  presides  over 
the  Library  opening 

mean,  not  only  in  New  England,  but  in  the  United  States  and,  indeed, 
the  world,  to  which  it  is  a  school,  not  an  asylum,  nor  even  an  institute. 

However,  there  is  one  part  of  Perkins  which  in  our  time  continues  to 
need  asylum.  All  through  the  years  in  different  residences,  Perkins  has 
given  of  its  space  to  books  about  blindness — indeed  the  Perkins  collection 
has  been  the  very  lamp  of  learning  on  this  subject.  Every  experienced  li- 
brarian knows  what  fierce,  but  tender  guardianship  this  requires.  And 
if  any  of  us  were  ever  complacent  about  the  safety  of  literature  in  the 
world,  we  have  had  a  dreadful  object  lesson  in  the  destruction  of  the 
great  Hbrary  of  blindiana  in  Vienna  by  Hitler's  vandals. 

OF  course,  it  was  Samuel  Gridley  Howe  who  started  the  Perkins  Li- 
brary; but  how  fortunate  that  his  successor  and  son-in-law,  Michael 
Anagnos,  should  have  been  a  European,  for  it  was  he  who  arranged  for 
continuing  exchange  with  the  Vienna  Library.  Consequently,  Hitler's 
vandalism  was  not  irrevocable,  although  it  did  reduce  the  supply  of  rare 
and  valuable  books  in  the  world — and  that,  in  itself,  is  always  most  heart- 

Warren  Bledsoe's  father — the  long-time  beloved  Superintendent  of  the 
Maryland  School  for  the  Blind — was  granted  permission  to  use  the 
Perkins  collection  when  writing  his  thesis  for  Harvard,  and  he  wrote 
afterward : 

"What  is  the  value  of  such  a  collection  of  books?  To  my  mind  its 
value  in  terms  of  dollars  and  cents  cannot  be  estimated.  Furthermore,  the 
collection  is  the  more  valuable  than  it  otherwise  would  be  because  the  one 
under  whose  direction  it  was  collected  was  of  such  breadth  of  mind  and 
character,  a  scholar  of  such  rare  culture,  that  he  realized  the  importance 
of  collecting  and  compiling  everything  of  whatever  nature  bearing  on  the 
blind,  and  so  arranging  it  as  to  make  it  possible  for  anyone  to  use  the 
library  with  ease  and  facility. 

WHETHER  or  not  the  work  that  has  been  done  is  fully  appreciated  by 
the  present  age,  future  lovers  of  philanthropy  and  scholars  will  rise 
up  to  do  honor  to  the  name  of  Anagnos  for  his  wisdom  and  foresight  in 
collecting  this  library,  which  will  remain  forever  a  monument  to  his 

All  of  Dr.  Howe's  successors,  however  different  they  have  been  in  other 
respects,  have  made  a  contribution  to  the  unique  Perkins  collection,  from 
which  nothing  pertaining  to  blindness  has  been  excluded  because  the 
incumbent  director  happened  not  to  agree  with  it.  More  than  that,  each 
director  made  a  positive  contribution  to  the  care  and  feeding  of  the  li- 
brary and  the  extension  of  its  usefulness.  And  now,  the  name  of  Edward 
Waterhouse,  the  present  Director,  will  long  be  remembered  for  this  "truly 
spectacular  building"  (his  own  words  to  me);  for  at  last  the  jewels  of 
learning  are  encased  in  a  worthy  setting.  Now  here  within  these  walls 
is  the  only  spot  on  earth  where  the  scholar  stands  a  chance  of  laying  his 
hands  on  anywhere  near  all  the  notes  mankind  has  made  on  blindness. 
Indeed,  it  is  one  of  the  very  few  where  the  formal  literature  may  be 
encountered  in  any  strength. 

Cynics  who  belittle  everything  up  to  and  including  perfection  have  a 
great  time  criticizing  universal  collections  of  documents  on  any  subject, 
and  anyone  in  charge  of  a  universal  collection  should  search  well  and 
carefully  the  motives  of  those  whose  major  concern  is  to  get  rid  of  a 

WORK  for  the  blind  in  America  was  indeed  fortunate  to  have  for  its 
foundation  the  thinking  and  spirit  of  so  great  a  man  as  Howe. 
Probably  no  other  man  or  woman  who  has  put  thinking  and  spirit  into 
the  documents  of  this  library  ranks  with  him.  But  the  men  and  women  to 
be  found  in  these  writings,  these  drawings  and  artifacts  have  been  actors 
in  a  part  of  the  human  story  which  is  slowly  working  its  way  into  the 
dominant  legend  by  which  the  world  lives,  the  ever-changing  epic,  which 
keeps  coming  back  to  a  higher  form  of  altruism.  Though  our  time  is  per- 
haps not  so  bookish  as  we  could  wish,  it  has  given  one  of  the  seats  of  the 
mighty  to  human  welfare.  The  people  whose  minds  and  hearts  are  to 
be  encountered  in  the  Perkins  books  had  been  at  this  kind  of  thing  for 
a  long,  long  time.  Let  us  hope  that  through  these  books  in  their  fine  new 

At  the  Library  opening,  platform  guests  Included  (L  to  R)  Frank  Lavlne,  head  librarian, 
Florence  J.  Worth,  librarian,  Nelson  Coon,  head  librarian  from  1949  to  I960,  M.  Rob- 
ert Barnett,  Executive  Director  of  the  Annerlcan  Foundation  for  the  Blind  and  Robert  S. 
Bray,  Chief,  Division  for  the  Blind  and  Physically  Handicapped,  The  Library  of  Congress. 

setting,  their  ghosts  will  be  consulted  not  merely  for  the  tricks  of  the 
trade,  but  also  for  philosophy  itself.  And  may  we  add  one  way  of  rising 
above  the  petty  differences  in  our  own  field — by  studying  old  wars  such 
as  the  great  battle  of  the  types. 

THE  catalog  of  Perkins  blindiana  contains  names  the  world  knows  well, 
but  most  of  the  authors  have  never  been  in  the  public  eye.  Yet  they 
include  a  blessed  company  of  faithful  people  in  work  for  the  blind,  and 
this  is  a  worthy  antidote  to  the  present  fearful  plague  of  cynicism.  This 
fine  new  library  for  them  is  well  and  truly  made.  May  it  be  visited  by 
the  young,  the  old,  and  especially  the  middle-aged,  who  often  need  to  be 
reminded  that  the  "Past  is  but  the  prologue  to  the  Future." 

And  now  for  a  personal  word — for  I  am  very  proud  to  have  been  in- 
vited here  this  afternoon.  When — in  1961 — I  was  asked  to  turn  my  tal- 
ents, developed  in  the  U.  S.  Treasury  Department  Library  (and  in  the 
fields  of  money  and  banking,  economics,  and  law),  to  the  compilation  of  a 
catalog  of  source  material  for  the  many  workers  in  the  field  of  the 
blind — I  started  with  extensive  research  in  Europe;  later,  Mrs.  Sylvia 
Fechbach — a  researcher  par  excellence — spent  many  long  days  and  weeks 
— and  very  fruitful  ones — right  here  with  Miss  Worth  and  Mrs.  Kuiper; 
the  historical  section  of  the  finished  catalog  includes  references  to  a 
host  of  the  rare  items  housed  in  the  Perkins  Library. 

TODAY,  I  bring  a  gift  sent  to  me  after  my  visit  to  "Le  Hospice  Imperial 
Quinze-Vingts"  in  Paris.  M.  Henri  Theillou,  the  present  administrator, 
is  also  an  historian  of  distinction.  It  has  been  his  great  delight  to  assemble 
and  catalog  the  priceless  collection  of  ancient  manuscripts  ("lettres 
patentes  royales")  on  parchment  bearing  the  signatures  of  most  of  the 
French  kings  from  Francois  Premier  to  Louis  XVI — thus  covering  700 
years  of  French  history. 

These  original  documents  are  the  authorizations  and  policy  pronounce- 
ments that  have  influenced  not  only  how  society  discharged  its  obliga- 
tion to  the  blind,  but  also  how  practices,  started  in  good  faith  as  means  of 
assistance,  have,  because  they  were  kept  in  effect  too  long,  often  impeded 
progress.  The  privilege  having  the  most  lasting  effect,  not  only  on  work 
for  the  blind  but  on  all  charity,  was  the  decree  allowing  the  blind  to  be 
the  sole  group  to  ask  alms  inside  the  churches.  At  first,  the  decrees  (by 
Philip  IV  in  1312)  limited  the  privilege  to  the  "Quinze-Vingts"  blind  and 
allowed  them  to  wear  the  saffron  fleurs-de-lis  to  show  their  genuine  right, 
but  as  the  centuries  went  on  this  tradition  of  begging  obviously  spread 
and  persists  even  today  in  many  places.  Various  papal  bulls  encouraged 
gifts  to  Quinze-Vingts  in  exchange  for  indulgences.  One  invaluable  man- 
uscript signed  by  11  cardinals  in  1460  reaffirmed  the  indulgences  for 
generosity  to  the  Quinze-Vingts  blind. 

When,  at  last,  M.  Theillou  finished  the  identification  and  cataloging  of 
the  Quinze-Vingts  Archives — a  very  few  copies  of  the  Catalog  were 
bound  (in  2  volumes).  To  my  great  pleasure  he  sent  one  set  to  me  ac- 
companied by  the  "Inventaire  Sommaire"  published  in  Paris  in  1867 
and  extending  back  to  1790.  Today,  it  is  my  great  pleasure  to  present  all 
three  of  these  volumes  to  the  Perkins  Blindiana  Library;  and  in  this  way, 
I  repay  in  very  small  measure  the  debt  I,  myself,  owe  to  Perkins. 

I  HE  NEW  RESEARCH  LIBRARY  was  erected  to  house  the 
historic  collection  of  works  on  the  education  ot  the  blind  and 
deaf-blind  known  as  the  Perkins  Blindiana  Library.  Located  inside  a 
courtyard  completely  surrounded  by  the  Howe  Building, 
photographs  cannot  do  justice  to  its  attractive  exterior.  The 
brick  walls  blend  perfectly  with  the  older  buildings  erected  in 
1910,  but  its  lines  are  as  modern  as  today. 

On  the  floor  below  the 
Bllndiana  collection  is  the 
Staff  Library  providing 
quiet  corners  for  study  and 
relaxed  reading. 


...      ^ 

♦  i 


The  Blindiana  Collection  occupies 

the  two  top  floors  of  the  building. 

Teacher-trainees  nnalce  extensive 

use  of  its  facilities. 


The  architect,  Edward  L. 
Diehl,  of  Cambridge, 
Massachusetts  has  used 
laminated  wood  arches  to 
produce  the  effect  of 


Florence  J.  Worth  (above)  who 

joined  the  library  staff  in  1921 

consults  the  card  catalog. 


Left:  Mr.  Kenneth  A. 
Stuckey,  assistant  librarian, 
plans  one  of  historic 

Below:  Teacher-trainees 
Kerry  McGillicuddy  of 
Massachusetts  and  Michael 
Rich  of  Ontario  examine 
some  historic  embossed 


The  Library  lies  within 
the  shadow  of  the 


THE  Blindiana  collection  of  books  which  are  now  housed  in  their 
new  building  have  been  used  by  many  researchers  over  the  years. 

Among  those  in  recent  years  have  been  Miss  Ishbel  Ross  for  her 
book  "Journey  Into  Light",  Louise  Hall  Tharp  did  research  on  the 
Howe  family  for  some  of  her  books,  Mary  Dranga  Campbell  of  the 
Staff  of  the  American  Foundation  for  the  Blind  studied  our  files 
on  Sir  Francis  Campbell,  and  Mr.  Warren  Bledsoe  of  the  Office  of 
Vocational  Rehabilitation  in  Washington,  D.  C.  is  making  similar 
use  of  our  Library  at  this  time.  Helen  Waite  of  New  Jersey  has  done 
research  on  both  Helen  Keller  and  Dr.  Samuel  Gridley  Howe.  Miss 
Elizabeth  Freund  of  the  Overbrook  School  has  used  our  Library. 
Miss  Freund  is  the  author  of  a  biography  of  Julius  Friedlander,  her 
great-uncle,  who  founded  Overbrook,  entitled  "Crusader  for  Light". 
Mr.  Ralph  Martin,  co-author  of  "Three  Lives  of  Helen  Keller", 
made  extensive  use  of  our  pictures. 

Mr.  William  Gibson  visited  our  Library  in  connection  with  the 
film  version  of  "The  Miracle  Worker".  Dr.  Farrell,  of  course,  made 
extensive  and  prolonged  use  of  our  collection  in  writing  his  various 
articles  and  his  book,  "Blindness". 

Since  1949,  apart  from  our  teacher-trainees,  we  have  had  students 
using  our  Library  from  Australia,  Israel,  India,  Greece,  Germany, 
Brazil,  Newfoundland,  South  Africa,  Pakistan,  Canada,  Argentina, 
Haiti,  Yugoslavia,  New  Zealand,  England,  Egypt,  Holland,  and 




The  following  list  of  rare  books  gives  some  idea  of  the  rich 
variety  of  volumes  in  our  collection: 


Rare  Books  in  Perkins  Research  Library 


Albert,  Johannis  Michaelis     Oldest  Book  in  Per- 
Small  Collection  of  Ways  To  Improve  Memory 


Blind  Author  (German) 

Religious   Tract     Has   woodcut   illustration   of   blind 



DiDYMUS,  A.  (Blind) 

Brief  Explanation  of  The  Authentic  Epistles 


Ventura,  Caeco  (Blind  Author) 
Ini  Fecundam  De  Origine  lueis 


Salinas,  Francis  (Blind  Author) 
Treatise  on  Music  in  Latin 


Lucas  (Madrid)     One  of  The  Treasures  of  Perkins' 

Arte  De  Escribir 


BoNiCARius,  M.  Anthony  (Blind  Author) 
Trasimene  Lake 



Philocophus  or  The  Deafe  and  Dumbe  Mans  Friend 


Armanni,  Vincenzo  (Blind  Nobleman) 
Letters  of  Vincenzo  Armanni 


BucELLiNUS,  P.  John  (of  Society  of  Jesus)    (Latin) 

Thirty  Meditations 


Terza,  Frances  Lana 

On  Chapter  To   Treatise  on    The  Education   of   The 


Homer  (Blind) 
Iliad  &  Odyssey 


(Latin)    First  book  we   know   containing  works   of 
two  blind  authors 


Saunderson,  Nicholas 
On  Algebra:  On  Geometry 


RuMPHius  (Blind  at  40  yrs.) 
Indian  Botany 



Essay  on  Blindness 


RARE  BOOKS   (Continued) 



Code  For  Teaching  Music  To  The  Blind 


DiDYMus,  Alexander 
On  Grammar 



Essay  on  Education  of  The  Blind 



First  Book  Ever  Printed  for  the  Blind 
By  Students  of  Royal  Inst.  Paris 



Songs  Based  on   Psalms:  Musical  Notes   Printed   in 
Italic  Capitals 


GuiLLE  Print     Royal  Institution,  Paris 
First  book  printed  for  the  blind  in  English 


GuiLLE  Print 

Extracts  From  Best  English  Authors     In  Use  in  Per- 
kins When  it  Opened 


Ink  &  Embossed  (ink  over  Embossing)  Diagrams  of 
Geometry     In  Use  in  Perkins  When  it  Opened 

1833    . 

Gospel  of  St.  John,  Edinborough 


Christian  Doctrine 

In  Use  in 
-Perkins  When 
it  Opened 


Acts                          1  Boston  line  type 
Psalms                       M  Still  used  by  Howe  Press 
New  Testament     J  for  title  pages.) 



New  England  Diary  or  Almanac 
How  to  build  a  sun  dial  for  a  blind  man 


(July)     Gentleman's  Magazine 


London  Magazine 

Account  of  the  structure  of  the  eye 

Anthology  of  English  Verse  on  Blindness   and  The 

3  Large  Volumes  From  1734 — 
Medical  Articles  on  Extraordinary  Aid  and  Cures  of 

Blindness  From  1733 


(Russian  Braille)  Magazine  Leisure  of  The  Blind 





Founded  1829 

A  private  school  for  bhnd  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


The  New  Perkins  Research  Library  Building 

MOST  of  the  buildings  on  our  campus  were  erected  between  1910  and 
1912  and  were  planned  by  Edward  E.  Allen,  the  third  Director  of 
Perkins.  For  over  half  a  century  they  have  been  influencing  both  those  of 
us  who  work  here  and  our  many  visitors. 

While  everyone  reacts  differently  to  his  surroundings,  a  stranger  enter- 
ing our  gates  for  the  first  time  usually  learns  something  about  the  school 
before  he  ever  enters  a  building.  Our  grounds  and  buildings  and  espe- 
cially the  Tower  have  already  told  all  but  the  most  insensitive  person  that 
children  at  Perkins  are  treated  with  dignity,  that  their  problems  are 
given  profound  thought  and  that  beauty  is  not  absent  from  their  lives. 

As  the  years  have  passed,  we  have  done  much,  not  only  to  preserve  the 
beauty  Dr.  Allen  gave  us,  but  to  improve  it.  Some  years  ago,  we  felt  that 
the  entrance  foyer  to  the  Howe  Building,  whose  domed  ceiling  produced 
rather  sepulchral  echoes,  did  not  welcome  our  guests  as  well  as  we  wished. 
So  we  sought  out  an  architect  who  covered  some  of  the  grey  stone  walls 
with  colorful  drapes  and  others  with  wood  panels  and  eliminated  the 
echoes.  We  now  feel  that  people  coming  into  our  building  retain  the  first 
impressions  that  the  grounds  and  exterior  have  given  them. 

In  time  we  felt  that  our  historical  collection  of  books  on  the  education 
of  the  blind  deserved  a  more  attractive  home  than  the  fire-proof  vault 
they  have  long  occupied.  We  wanted  a  building  which  would  both  serve 


its  purpose  and  add  beauty  to  our  campus.  We  believe  that  Mr.  Edward 
L.  Diehl,  the  same  architect  who  re-designed  our  lobby,  has  given  us 
exactly  what  we  desired. 

Our  collection  of  books  is  as  old  as  the  school  for  it  contains  three  vol- 
umes Dr.  Howe  brought  back  from  France  and  England  in  1831.  It  was 
his  successor,  Michael  Anagnos  who  made  a  serious  effort  to  obtain 
books  from  Europe  and  credit  for  establishing  our  Blindiana  collection  is 
rightly  his. 

In  this  collection,  the  student  can  find  most  of  what  is  known  about  the 
ways  in  which  the  human  spirit  behaves  when  the  body  which  possesses  it 
lacks  sight.  Much  of  this  knowledge  is  buried  in  innumerable  reports, 
pamphlets  and  magazine  articles.  Much  that  is  wise  is  obscured  by  tedious 
writing,  while  unfortunately  there  is  much  mediocre  material  in  beautiful 
prose.  There  are  too  the  rare  volumes  where  wisdom  and  clarity  do 

All  of  them  await  such  efforts  as  students  can  bring  to  their  exploration 
and  such  wisdom  as  they  may  find  for  their  interpretation.  Our  knowl- 
edge in  this  field  is  still  scanty.  This  is  an  era  when  much  thought  and 
value  are  given  to  research.  We  hope  that  much  use  will  be  made  of  these 
new  facilities.  We  believe  that  all  students  will  find  them  convenient  and 
pleasant,  and  we  welcome  such  students  from  near  and  far.  This  is  a 
wealth  of  material  which  we  are  only  too  happy  to  share  with  all  who 
care  to  use  it. 

Edward  J.  Waterhouse,  Director 


HEARTWARMING  cvidcncc  of  the  value  of  the  Perkins  Brailler  in 
distant  countries  comes  to  us  from  time  to  time.  The  following 
is  an  extract  from  the  September  1965  Townsend  House  Magazine, 
the  periodical  from  the  Schools  for  Deaf  and  Blind  Children  in 
Brighton,  South  Australia: 

"The  twelve  Braillers  which  gladdened  the  hearts  of 
pupils  and  teachers  alike  last  year  have  been  absorbed  as 
though  they  have  never  been,  and  we  are  thankful  to  say 
that  more  are  on  the  way.  The  constancy  with  which 
'Peter'  has  to  be  robbed  to  pay  'Paul'  in  order  to  insure 
that  every  child  has  an  opportunity  to  use  a  Brailler  each 
day  would  need  to  be  seen  to  be  appreciated." 





FOR  SEVERAL  YEARS,  our  older 
boys  and  girls  have  received  in- 
struction in  ballroom  dancing  on 
Monday  evenings  during  the  fall 

Mr.  and  Mrs.  WilUam  Bradford, 
both  of  whom  are  professional 
dance  instructors,  conduct  classes 
in  Dwight  Hall  consisting  of  groups 
of  seeing  girls  and  boys,  together 
with  our  own  pupils.  This  provides 
a  seeing  partner  for  each  of  our 
boys  and  girls. 

Not  only  do  all  groups  benefit 
from  the  instruction,  but  they  also 
gain  rich  experience  from  mingling 

This  is  part  of  the  Social  Train- 
ing and  Recreation  Program  con- 
ducted by  Miss  Carol  Wadell  of 
our  Staff.  In  this  part  of  her  pro- 
gram, she  is  being  assisted  by  Mrs. 
Paula    Huffman,     Mrs.     Jeannette 

Perna  and  Michael  Cataruzolo  of 
the  Perkins  Staff. 

The  seeing  children  participating 
this  year  are  the  Arlington  Junior 
Girls  Club  sponsored  by  the  Cam- 
bridge Y.W.C.A.  and  the  Arlington 
Women's  Club,  and  "Interact"  (In- 
ternational Action) ,  a  group  of  boys 
from  Waltham  who,  among  other 
projects,  sponsor  a  child  in  Viet 


EARLY  in  October,  the  Director 
traveled  to  Europe  in  connec- 
tion with  the  forthcoming  Interna- 
tional Conference  of  Educators  of 
Blind  Youth  scheduled  to  be  held 
in  Watertown  in  August,  1967.  He 
also  made  a  brief  visit  to  Nigeria 
and  Ghana.  In  Lagos,  he  was  able 
to  visit  the  Pacelli  School  for  Blind 
Children  which  was  named  for  His 
Holiness  Pope  Paul  VI  who  opened 
the  School  when  he  was  still  Car- 

Dr.  John  R.  Eichorn 
(extreme  left),  Coordinator 
of  Special  Education  and 
Rehabilitation  at  Boston 
College,  hosts  a  reception 
given  by  his  department. 
Perkins  trainees  and 
faculty  attended. 

dinal  Pacelli.  He  was  also  able  to 
see  some  of  the  home  teaching  of 
Wind  women  in  Accra,  Ghana,  be- 
lieved to  be  the  only  work  of  its 
kind  being  done  on  the  Continent 
of  Africa.  He  traveled  out  to  Akro- 
pong  in  the  hills  outside  Accra  to 
visit  a  fine  school  for  the  blind.  He 
also  visited  the  school  for  the  deaf 
in  the  neighborhood  and  made  ten- 
tative plans  for  a  deaf -blind  boy  to 
come  from  there  to  Perkins  in  Sep- 
tember, 1967. 


The  following  pupils  were 
elected  by  their  fellow  students  to 
serve  on  the  Student  Councils  for 
this  year: 


Jo-Ann  King,  President 
Ann  Archambault,  Jr.  High  Repre- 
Sheilah  Carroll,  Brooks  Cottage 
Elizabeth  Heap,  Fisher  Cottage 
Frida  Aizenman,  May  Cottage 

Donald  Deignan,  President 
Richard  Sawyer,  Jr.   High   Repre- 
Mark  St.  Onge,  Tompkins  Cottage 
Cafer  Barkus,  Bridgman  Cottage 
Joseph  Weisse,  Eliot  Cottage 
David  Baharian,  Moulton  Cottage 


INTERNATIONAL  w^EEK  this  year 
began  on  October  31st  providing 
opportunities  for  our  visitors  from 
overseas  to  tell  us  something  about 
their  countries  and  to  make  us  bet- 
ter acquainted  with  them  as  per- 

This  year,  Denmark  was  repre- 

Perkins    trainees    on    the    Boston    College 
Campus,     Chestnut     Hill,     Massachusetts. 

sented  by  Miss  Karen  Andersen, 
India  by  Brother  Borgia,  Mr.  Gov- 
erdhan  Ghanate,  Mr.  Prem  Sager 
and  Mr.  K.  Thiagarajan.  Australia 
was  represented  by  Mr.  Binns,  and 
New  Zealand  by  Mr.  Thomas 
Rogerson  who  is  here  with  his  wife. 
Brazil  has  sent  us  Miss  Lucy  Kortz, 
and  Okinawa,  Mr.  Eikichi  Miyagi. 

Booths  were  set  up  in  the  Mu- 
seum with  exhibits  from  most  of 
these  countries.  The  Trainees 
brought  with  them  a  tape  made  of 
the  sounds  from  their  home  lands 
and  this  was  played  throughout  the 
week  in  the  Museum.  It  included 
music  from  the  various  countries 
as  well  as  bird  and  animal  noises. 
This  was  very  effective  and  fitted 
in  well  with  the  theme  of  this  year's 
International  Week  which  was 
Sounds  of  Foreign  Countries. 

Each  morning  that  week,  one  of 
our  overseas  students  spoke  in 
Chapel.  Mr.  Binns  gave  a  delightful 



Miss  Lynne  Leahy  who  was  graduated  from 
Perkins  in  1961  has  been  accepted  by  Papal 
Volunteers  for  Latin  America,  a  Peace  Corps 
type  program  run  by  the  Catholic  Church. 
Here  she  is  congratulated  by  Vice  President 

To  help  Miss  Leahy  with  her  work,  the  Stu- 
dent Council  at  Perkins  voted  to  provide  her 
with  a  braille  writer  and  carrying  case  from 
our  Fund  for  Blind  Children  Overseas. 

and  informative  talk  on  Australia, 
Miss  Kortz  sang  sacred  songs  in 
native  Portuguese  and  in  Italian. 
Miss  Karen  Andersen  from  Den- 
mark gave  a  brief  talk  on  the 
sounds  of  her  country  and  dis- 
cussed Hans  Christian  Andersen. 
She  then  played  a  recording  of  the 
narration  of  Andersen's  "The  Lit- 
tle Match  Girl". 

Miss  Sasaki  of  Japan  spoke  on 
behalf  of  Mr.  Miyagi  of  Okinawa. 
She,  too,  discussed  sounds  and  fes- 
tivals in  Japan.  Mr.  Ghanate  played 
records  of  India  and  talked  about 
his  country. 

For  the  annual  International 
Week  Entertainment,  Mr.  Roger- 
son  played  a  recording  of  New 
Zealand  music  while  Mr.  Binns 
taught  Mrs.  Heisler's  fifth  grade 
class  an  Australian  round  which 
they  sang.  Japanese  music  was 
played  on  records  while  Miss  An- 
dersen told  a  Norse  tale.  Mr.  Sager 
sang  two  songs  in  Hindu.  As  a 
contribution  from  the  United  States, 
a  student  group  made  up  of  Neal 
Lipson,  Paul  Pena,  Harvey  Green- 
berg,  Ellis  Hall  and  Stanley  Wo- 
janarowicz  gave  entertainment  as  a 

The  International  Week  Com- 
mittee was  made  up  of  Mr.  and 
Mrs.  Stuckey,  Mr.  and  Mrs.  Huff- 
man, Mr.  Kelly,  Miss  Howe,  Mr. 
Green  and  Miss  Ballou  with  Miss 
Peggy  Miller  as  Chairman. 


The  Annual  Meeting  of  the  Per- 
kins Corporation  was  held  as  re- 
quired by  law  on  the  first  Monday 
in  November. 

Prior  to  the  Meeting,  some  fifty 
members  of  the  Corporation  at- 
tended luncheon  at  Hallowell 
House,  the  Director's  Residence. 

The  following  Officers  were  ap- 
pointed for  the  current  year: 


Augustus  M.  Thorndike,  M.D. 

Vice  President 

Samuel  Cabot,  Jr. 


Ralph  B.  Williams 


Edward  J.  Water  house 

The  following  were  invited  to 
join  the  Corporation: 

Mr.  David  B.  Arnold,  Jr. 

Concord,  Massachusetts 
Dr.  Philip  G.  Cashman 

Boston,  Massachusetts 
Mr.  and  Mrs.  Frank  Johns,  Jr. 

Hartford,  Connecticut 
Mr.  Edward  C.  Johnson 

Milton,  Massachusetts 
Mr.  and  Mrs.  John  F.  Mungovan 

Milton,  Massachusetts 
Mrs.  Seymour  B.  Willett 

Chestnut  Hill,  Massachusetts 


Teotesta  Gonzales,  a  new  pupil  from  Caracas,  Venezuela,  is  greeted 
on  arrival  by  Frida  Aizerman  (class  of  1969)  from  Bogota,  Colom- 
bia in  front  of  the  Howe  Globe.  Cameramen  from  U.S.I.A.  recorded 
the  event  on  a  short  t.v.  film  for  telecasting  throughout  Latin  America. 


PERKINS  makes  extensive  use  of 
volunteers  chiefly  as  readers  for 
its  older  students  and  teacher-train- 
ees, but  also  as  assistants  on  the 
playground  and  in  many  other 

Volunteers  were  invited  to  come 
to  a  meeting  on  Thursday  evening, 
November  10th  and  between  forty 
and  fifty  accepted  the  invitation. 

The  Principal,  Mr.  Benjamin  F. 
Smith,  and  the  Director,  Edward  J. 
Waterhouse,  spoke  on  ways  in 
which  volunteers  could  be  most 
helpful.  Following  this,  Mrs.  Rose 
M.  Vivian,  Supervising  Teacher  of 
the  Deaf-Blind  Department,  demon- 
strated with  Leonard  Dowdy,  a 
deaf-blind  man,  who  was  once  a 
student  at  Perkins,  the  method  of 
teaching  speech  by  feeling  the  vi- 
brations on  the  speaker's  face. 

Following  this,  the  group  was 
shown  a  film  of  Perkins  prepared 
by  the  National  Broadcasting  Cor- 
poration (N.H.K.)  of  Japan  in  Oc- 
tober, 1965  and  telecast  on  several 
occasions  throughout  the  entire 
Japanese  Islands.  While,  of  course. 

the  script  was  incomprehensible, 
the  photography  of  this  film  is  quite 
beautiful  and  the  story  which  the 
film  told  was  quite  clear. 

This  film  was  presented  to  Per- 
kins by  N.H.K. 


LAST  YEAR,  Mr.  Terrance  Hickey, 
J  a  graduate  student  at  Boston 
University  School  of  Communica- 
tions, requested  permission  to  make 
a  film  of  Gayle  Sabonaitis,  a  deaf- 
blind  student  who  was  graduated 
from  Perkins  last  June. 

This  film,  which  has  been  ac- 
cepted by  Mr.  Hickey's  Instructors, 
contains  a  very  beautiful  photo- 
graphic account  of  the  many  ac- 
tivities in  which  Gayle  participates. 

Gayle's  voice  is  the  only  one 
heard  in  the  entire  film  which  is 
less  a  documentary  than  a  motion 
picture  photograph  album  of  her 
participation  in  school  and  at  home 
and  on  a  class  trip  to  Washington, 
D.  C;  and  in  many  other  of  the 
normal  activities  in  which  children 
participate.  Mr.  Hickey's  films 
taken  of  Gayle  and  others  during 


the  Anne  Sullivan  Memorial  Serv- 
ice in  Washington  Cathedral  last 
April  are  particularly  effective.  Mr. 
Hickey  is  to  be  congratulated  on  a 
promise  of  a  successful  career  in 
the  motion  picture  world  which  this 
film  seems  to  suggest  as  being  very 


THE  SIXTH  edition  of  the  Edu- 
cator, the  publication  of  the  In- 
ternational Conference  of  Educa- 
tors of  Blind  Youth,  was  distributed 
in  November,  1966. 

Each  issue  of  the  Educator  is 
prepared  in  a  different  country. 
This  issue  came  from  Yugoslavia 
and  was  edited  by  Dr.  Frano  Tonk- 
ovic.  It  includes  a  number  of  very 
fine  original  articles,  including  a 
particularly  thoughtful  exposition 
of  the  problems  of  integrated  ed- 
ucation by  Dr.  Tonkovic  himself. 

A  subscription  to  the  Educator, 
which  includes  all  numbers  issued 
since  1963  through  March,  1967, 
costs  one  dollar.  Subscriptions  may 

be  placed  with  the  Director's  Sec- 
retary at  Perkins,  Mrs.  Jeannette 


LAST  SPRING  Perkins  received  a 
-/  generous  and  most  practical 
gift.  We  were  offered  four  Perkins 
Braille  Writers  in  carrying  cases 
to  go  to  pupils  who  were  complet- 
ing Junior  High  School  last  June 
and  entering  High  School  this  Sep- 

While,  of  course,  Perkins  has 
many  Braille  Writers  for  general 
use,  it  is  a  very  definite  asset  for  a 
pupil  to  have  one  assigned  to  him 
personally.  Writers  inscribed  with 
the  owners'  names  were  presented 
at  the  Final  Assembly  in  June  to 
Anna  Lan,  Dorothy  Donovan, 
Richard  Sawyer  and  Ellis  Hall. 

Perkins  is,  indeed,  grateful  to 
the  Boston  Chapter  of  the  Associ- 
ated Blind  of  Mass.  and  particu- 
larly to  its  Officers,  Mrs.  Catherine 
Black  and  Mr.  Domenic  Marinello. 

Leonard  Dowdy,  former  deaf-blind  student  at  Perkins  is  em- 
ployed this  year  at  the  Howe  Press.  His  foreman,  Joe  Rose,  finds 
him  to  be  highly  skilled  and  an  enthusiastic  machine  tool  operator. 



Dr.  Jansen  Noyes,  Jr.,  President  of 
the  American  Foundation  for  the 
Blind,  congratulates  Dr.  Waterhouse. 

Perkins'  Director,  Dr.  Edward 
J.  Waterhouse,  was  recently  hon- 
ored as  the  1966  recipient  of  the 
Migel  Medal,  highest  honor  in  the 
land  in  work  for  the  blind.  This  is 
the  award  that  is  presented  each 
year  by  the  American  Foundation 
for  the  Blind  to  two  persons,  one  a 
professional  worker  in  the  field  and 
the  other  a  lay  worker,  for  their 
outstanding  service  to  the  blind. 
The  other  medal  winner  this  year 
was  Mrs.  Jayne  B.  Spain,  President 
of  Alvey-Ferguson  Operations  of 
Cincinnati,  Ohio. 

Those  of  us  from  Perkins  who 
were  privileged  to  attend  the  award 
ceremony  held  on  October  27  in 
New  York  were  impressed  both 
with  its  dignity  and  sincerity.  Dr. 

Jansen  Noyes,  Jr.,  President  of  the 
American  Foundation  for  the  Blind, 
presided  and  Mr.  J.  Max  Woolly, 
Superintendent  of  the  Arkansas 
School  for  the  Blind,  introduced 
Dr.  Waterhouse.  In  his  introduc- 
tory remarks  Mr.  Woolly  stressed 
the  many  important  contributions 
made  by  Dr.  Waterhouse  within 
our  professional  field. 

Dr.  Waterhouse  was  initially  at- 
tracted to  the  field  of  the  educa- 
tion of  the  blind  during  his  days 
as  a  student  at  Queens'  College  in 
Cambridge  University,  England 
where  he  served  as  a  reader  for  a 
blind  student.  After  graduating 
from  college  he  moved  to  the 
United  States  in  1930  and  in  1933 
joined  the  Perkins  teaching  staff. 
Later  as  Manager  of  the  Howe 
Press  he  played  an  important  role 
in  the  development  and  produc- 
tion of  the  Perkins  Brailler  which 
has  found  such  wide  acceptance 
throughout  the  world.  In  1951  Dr. 
Waterhouse  became  Perkins'  fifth 

Messages  congratulating  Dr.  Wa- 
terhouse for  his  winning  of  the 
Migel  Medal  were  received  from  a 
great  many  persons,  including 
those  eminent  in  public  and  profes- 
sional life.  Both  the  students  and 
staff  at  Perkins  felt  a  great  pride 
upon  learning  of  the  honor  be- 
stowed upon  their  Director.  As  a 
demonstration  of  their  feelings,  the 
entire  staff  presented  him  with  a 
leather  bound  volume  containing 
expressions  of  their  affection  and 
pride  in  recognition  of  this  honor. 

William  T.  Heisler 
Director  of  Teacher-Training 


Annual  Appeal  for  the 
Children  of  the  Silent  Night 

EACH  November  Perkins  mails  out  an  appeal  to  Founda- 
tions and  individual  friends  of  the  School  for  financial 
help  for  educating  our  pupils  who  are  both  deaf  and  blind. 
This  is  our  major  fund-raising  activity. 

Teachers  in  the  Department  for  Deaf-Blind  children  are 
assigned  two  pupils.  Even  this  high  teacher-pupil  ratio  is 
not  enough;  we  need  special  tutors  for  pupils  who  are  at- 
tending regular  high  school  classes  with  our  blind  pupils. 
Also  we  use  Researchers  and  the  Supervisory  Staff.  In  ad- 
dition, we  have  a  highly  organized  program  for  training 
teachers  of  the  deaf -blind,  in  cooperation  with  Boston  Col- 

Outside  the  classroom,  the  children  are  cared  for  by  at- 
tendants; one  to  each  two  children  with  relief  workers  to 
take  over  when  the  regular  attendants  have  their  time  off. 

Clearly  this  adds  up  to  a  very  cosdy  program  which  is 
supported  in  part  by  the  returns  from  our  annual  appeal. 


Deaf-Blind  pupil  Sharon  Daniels  of 
Missouri  "sees"  Anne.  Teacher  Eliza- 
beth VanArnum  assists. 

Oerkins  recently  received  a  gen- 
^  erous  gift  in  the  form  of  a  life 
size  bronze  bust  of  Anne  Sullivan 
Macy  made  this  year  in  honor  of 
the  Centennial  of  Anne  Sullivan's 
birth,  by  the  well-known  New 
York  sculptress,  Eleanor  Mary 
Mellon,  who  presented  copies  of 
this  bust  to  the  New  York  Light 
House,  to  the  Industrial  Home  for 
the  Blind  and  to  Perkins  where  it 
was  accepted  for  the  School  by  Dr. 
Thorndike  at  the  Annual  Meeting 
of  the  Corporation  on  November 

We    are    very    grateful    for    this 
handsome  gift. 


Vol.  XXXVI,  No.  3 
MARCH  1967 





COVER  PHOTO— William  Begay,  who  is 
deaf  and  blind  is  a  Navaho  Indian  from 
New  Mexico.  He  has  been  at  Perkins 
since  1959. 




Perkins  Athletic  Association   Banquet — Bridgman  Cot- 



Annual    Music    Festival — New    York    Institute    for    the 

Fri.  &  Sat. 

Education  of  the  Blind,  New  York  City 


Lower   School    and   Junior    High    School    Achievement 



Drama    Club    Presentation    "You    Can't   Take    It   With 

Tues.  &  Wed. 




Girls  Track  Tournament 

10- Wed. 

Annual  Girls  Fashion  Show 


Boys  Track  Tournament 


Senior  Prom — Dwight  Hall 


Student  Music  Recital 


Girls  Athletic  Association  Banquet — Brooks  Cottage 


Memorial  Day  Holiday 



Final  Exams 

7- Wed. 

Graduation  of  Teachers  in  Training 

8-Thurs.,  10:30  a.m. 

Final  Assembly — Dwight  Hall 

Term  Ends  at  Noon 

9-Fri.,  12:00  noon 

Senior  Class  Luncheon 

1:30  p.m. 

Graduation  Exercises 


Alumni  Reunion 






Faculty  Returns 

5:00  p.m. 

STAFF  MEETING— Allen  Chapel 

7:00  p.m. 

STAFF  DINNER  in  Gymnasium 



Labor  Day 


Pupils  Return 




Talk  to  Teacher  Trainees  at  Perkins 

September  15,  1966 


E.  J.  Waterhouse 

MEN  AND  WOMEN  who  enroll  in 
a  training  program  which 
leads  to  positions  of  responsibility 
with  handicapped  children  are,  we 
think,  committed  to  a  task  which 
can  only  be  performed  successfully 
by  an  eager  involvement  of  them- 
selves in  all  aspects  of  a  child's  life. 
On  this  assumpt'on  we  base  our 
whole  teacher-training  program  at 

The  influence  of  a  teacher  on  a 
child  can  be  very  great  or  it  can  be 
negligible.  Forgive  me  for  a  per- 
sonal memory,  but  the  one  which  I 
am  going  to  describe  to  you  carries, 
I  think,  a  great  deal  of  significance. 

When  I  was  eleven  my  family 
moved  temporarily  to  a  neighbor- 
ing town  and  for  one  year  I  was 
transferred  to  the  local  school.  All 
my  school  day-s,  except  for  that  one 
year,  I  passed  my  exams  near  the 
top  of  my  class;  all  except  that 
one  year  when  my  male  teacher 
singled  me  out  to  be  the  butt  of  his 
sarcasm.  (All  boys'  teachers  in 
English  schools  were  men  in  those 
days.)  That  year  I  was  at  the  bot- 
tom of  the  class  in  every  single 
subject,  far  below  the  boy  next 
above  me.  My  ability  to  learn  was 
almost  completely  obliterated  be- 
cause this  man  had  convinced  him- 
self that  I  was  stupid.  I  know  now 
that  I  was  heading  fast  for  disaster. 

Fortunately  my  parents  moved 
again,  and  on  my  return  to  my 
former  school  it  was  found  that  I 
had  slipped  back  an  entire  year, 
but  I  then  proceeded  to  function 
normally,  and  I  never  had  trouble 
in  school  rgain. 

If  this  experience  had  not  ac- 
tually   happened    to    me,    I    would 

never  have  believed  that  a  teacher's 
neglect  could  have  such  a  powerful 

The  point  I  am  making  is  quite 
simple.  We  assume  that  each  one  of 
you  is  ready  to  enter  wholeheart- 
edly and  positively  into  the  lives  of 
the  children  whom  you  will  en- 
counter, both  as  trainees  and  as 
teachers,  supporting  every  child 
you  deal  with  and  discouraging 

In  choosing  to  teach  handi- 
capped children,  you  have  not 
entered  a  field  which  is  vastly  dif- 
ferent from  general  education.  Such 
differences  as  there  are  are  of  de- 
gree rather  than  of  kind.  Although 
blindness,  and  still  more  a  combi- 
nation of  blindness  and  deafness, 
can  have  serious  and  sometimes 
devastating  effects  upon  a  child,  the 
fact  is  that  he  is  still  a  child  and  not 
an  animal  of  another  species.  You 
will  encounter  some  children  who 
have  been  frustrated,  thwarted, 
twisted,  and  some  that  have  been 
strengthened  in  every  fiber  by  the 
challenges  their  handicaps  offer, 
but  they  are  all  still  human  beings. 
There  is  no  species  of  BLINDS.  To 
understand  blind  children,  you 
must  understand  human  nature. 

How  much  do  you  know  about 
human  beings?  They  are  what  you 
have  come  here  to  study.  A  lifetime 
indeed  is  far  too  short  to  learn  much 
about  the  human  race,  but  here  on 
our  campus  you  have  a  unique  op- 
portunity to  learn  about  children 
from  observation  and  from  sharing 
their  experiences.  The  smallness  of 
our  classes,  the  intimacy  of  our 
Cottage  life,  and  the  rich  variety 
of  both  School  and  extracurricular 

activities  afford  ideal  opportunities 
for  studying  handicapped  youth. 

While  children  are  our  direct 
concern,  the  lives  you  lead  this  year 
will  give  you  ample  opportunity  to 
learn  a  great  deal  about  human  be- 
ings who  are  no  longer  children. 
We  all  belong  to  the  human  race 
whatever  our  age.  You  cannot 
work  with  our  children  without 
also  working  with  the  rest  of  the 
staff  who  come  in  all  shapes  and 
sizes  and  all  ages  from  the  early 
twenties  to  the  late  sixties.  Here 
at  Perkins  we  are  quite  suspicious 
of  the  person  who  claims  "to  love 
children"  but  seems  to  be  indifferent 
to  grown-ups.  If  you  make  good 
use  of  your  opportunities,  you  will 
probably  learn  more  about  human 
nature  this  year  than  you  imagined 


UNFORTUNATELY,  One  csscntial 
ingredient  in  your  studies  will 
be  absent.  One  year  is  too  short  a 
time  to  observe  growth  in  an  in- 
dividual. This  points  up  the  im- 
portance of  your  making  close  con- 
tacts with  children  of  all  ages. 
Each  one  of  you  may  have  a  pref- 

erence for  children  of  a  particular 
age  or  grade,  but  it  should  not  be 
an  exclusive  interest.  A  kinder- 
gartner  who  can  picture  the  teen- 
ager and  adult  in  embryo  is  su- 
perior to  the  one  who  sees  only  the 
charming  five-year-old.  Your  aim 
should  be  to  be  at  ease,  or  as  the 
psychiatrists  say  nowadays,  to  feel 
comfortable  with  children  of  all 
ages  and,  of  course,  of  both  sexes. 
Build  up  the  widest  framework  that 
you  can  in  which  to  see  with  clear 
perspective  each  individual  child's 
needs  of  the  hour. 

Interest  In  Pupils 

IT  IS  important  that  you  should 
take  an  INTEREST  in  a  child's 
whole  program.  Interest  is  the  im- 
portant word;  interference  is  a 
naughty  word  at  Perkins.  Encour- 
age Johnny  to  tell  you  what  he 
does  in  other  classes,  but  even  if 
he  is  telling  you  how  he  hates 
Math,  and  you  feel  that  Math 
could  be  presented  to  him  differ- 
ently, don't  let  him  know  how  you 

Your  prime  object  of  interest  is 
always  a  child — what  he  needs, 
what  he  wants,  how  he  thinks,  how 

he  feels.  No  amount  of  lectures  or 
reading  can  substitute  for  this  di- 
rect interest.  Most  of  what  you  will 
learn  from  a  child  comes  by  listen- 
ing, but  he  probably  won't  talk 
meaningfully  unless  each  one  of 
you  in  your  own  unique  way  lets 
him  know  that  you  care  to  hear.  A 
sure  sign  of  maturity  in  adult-child 
relationships  is  the  willingness  to 
gossip  a  bit  about  jazz  or  the  Space 
Age  or  the  Student  Council  or  the 
new  baby  sister  or  mother's  new  hat 
or  dad's  new  car  or  the  family  cat 
or  dating  or  college  plans  or  the 
girl  he  plans  to  marry.  If  a  child 
doesn't  talk  freely,  your  chief 
channel  of  understanding  is 

I  purposely  used  the  phrase 
"gossip  a  bit."  Sometimes  children 
don't  know  when  to  stop,  whether 
it  be  talking  or  anything  else.  You 
must  do  the  guiding,  deciding  the 
tone  of  the  talk  and  its  duration. 

As  you  gradually  get  a  compre- 
hensive picture  of  a  child,  you  can 
evaluate  better  his  educational 
needs.  A  program  for  handicapped 
children  should  be  most  carefully 
planned.  Whether  a  child  be  blind 
or  deaf,  and  particularly  if  he  is 
deaf-blind,  the  rate  of  learning  is 
retarded.  An  unhandicapped  child 

may  suffer  little  from  exposure  to 
superfluous  material  or  from  du- 
pHcation,  or  from  poorly  motivated 
instruction.  These  things  are  far 
more  serious  when  a  child  uses 
braille,  lip-reading,  or  the  manual 
alphabet,  all  slow  and  rather  in- 
efficient compared  with  printed 
material  and  the  spoken  word. 
How  much  slower  is  the  spoken 
word  to  describe  an  object  than  a 
glance  at  it  with  the  eye.  And 
tactual  exploration  is  even  slower. 

You  have  an  opportunity  to 
study  a  child's  program  in  its  en- 
tirety, including  his  activities  at 
weekends  and  evenings,  and  you 
have  a  responsibility  to  consider 
just  how  streamlined  a  program  can 
be  made  and  still  remain  effective, 
and  how  best  the  all-too-short  years 
of  childhood  and  youth  should  be 

One  valuable  technique  in  speed- 
ing up  the  learning  process  is  to 
seize  on  a  child's  interests,  however 
transitory  they  may  be,  and  use 
them  for  motivation. 

Social  Needs 

IN      THEIR      SOCIAL      AFFAIRS,      OUr 
pupils    gain    experiences    which 
are  especially  vital.  Social  problems 

The  1966-67  TEACHER  TRAINING  CLASSES.  Front 
Row — Leff  /o  RJghf:  Mrs.  Sophie  Adier;  Miss  Karen 
Andersen,  Denmark;  Mrs.  Thomas  (Ann)  Rogerson, 
New  Zealand;  Miss  Janet  Visconti;  Miss  Barbara 
Holtz;  Miss  Renee  Dubocq;  Miss  Judith  Keeney; 
Miss  Mary  Shand;  Miss  Lucy  Kortz,  Brazil;  Miss 
Barbara  Irlandy.  Middle  Row — Left  fo  Right: 
Thomas  Rogerson,  New  Zealand;  Daniel  McCarthy; 
David  Gain;  Gerald  Brown;  Peter  Binns,  Australia; 
Lawrence  Melander;  Michael  Rich,  Canada;  Robert 
Takacs;  Prem  Sager,  India;  Normand  LeBIanc.  Back 
Row — Left  to  Right:  Myron  Podlog,  Canada;  K. 
Thiagarajan,  India;  Mrs.  Gerald  (Andrea)  Brown; 
Miss  Loraine  Jones;  Miss  Mary  Lou  Williams;  Miss 
Kerry  McGillicuddy;  Miss  Barbara  Lundgren;  Miss 
Angela  Wojcicki;  EikichI  Miyagi,  Okinawa;  Brother 
Borgia,  India. 

Past  and  present  teacher 
trainees  at  Perkins  who 
are  Mounh  Holyoke 
College  Alunnnae  were 
featured  in  an  article 
by  Mrs.  Paula  Arm- 
strong Huffman   (Mt. 
Holyoke  '63)   in  her 
alumnae  magazine. 
Pour  of  these  are 
pictured  here:  Left  fo 
Right:  Margaret 
Brearley,  Mrs.  Huffman 
and  Mariana   Fairbank 
(Teachers)   and   Barbara 
Holtz   (Teacher 

will  be  Ihe  subjects  of  subsequent 
lectures,  but  1  want  to  touch  on 
this  lightly  today.  The  handicap  of 
blindness  tends  to  segregate  our 
chHdren  from  others  at  all  ages, 
from  early  schooling  to  old-age. 
Hence  the  importance  of  learning 
social  graces.  Good  table  habits 
are  very  important,  both  for  social 
acceptance  and  the  blind  person's 
self-respect.  So  are  good  conversa- 
tional habits.  Good  posture,  good 
mobility,  an  outgoing  personality 
— they  are  all  invaluable  weapons 
in  a  blind  child's  struggle  for 
general  acceptance. 

In  participating  in  the  social  life 
of  the  School,  whether  it  be  the 
daily  Cottage  life  or  organized 
partes  and  trips,  you  will  find 
yourself  sharing  in  a  fascinating 
and  vital  part  of  our  children's 
growth.  Your  own  social  maturity 
will  help  them  learn  some  of  the 
most  difficult  and  most  important 
lessons  of  their  lives. 

Emotional  Needs 

ALL     children     have     emotional 
needs.  Everyone  is  said  to  be 
emotionally  disturbed  at  some  mo- 

ments in  his  life,  and  some  of  our 
children  have  serious  problems. 
Occasionally  we  have  to  dismiss  a 
child  whose  behavior  constitutes  a 
threat  to  others.  More  often  we 
arrange  for  psychotherapy. 

In  your  experience  you  may 
have  to  report  behavior  which 
seems  to  require  attention.  Far 
more  often  you  will  be  meeting  the 
normal  emotional  needs  of  children 
who  have  some  serious  handicaps 
to  overcome. 

Your  own  emotional  strength  is 
the  most  important  factor  here.  I 
am  fond  of  quoting  the  late  Dr. 
Benda  who  once  told  our  staff,  "It 
is  not  what  you  teach,  but  what 
you  represent  that  matters." 

Our  children  have  a  great  need 
for  security  which  can  only  be  met 
if  you  are  secure  in  your  own  feel- 
ings. They  have  much  need  for 
hope.  You  should  learn  all  you  can 
about  what  our  graduates  are  do- 
ing. For  most  of  our  children  there 
is  a  solid  basis  for  optimism,  and 
you  should  know  enough  about  this 
to  be  able  to  support  their  thinking. 
On  the  other  hand,  we  must  not 
betray  our  slow-learners  by  hold- 
ing   out    unrealistic    prospects    for 

them.  The  future  of  the  deaf-blind 
is  also  quite  uncertain.  With  these 
children  you  should  refrain  from 
comment  if  you  can,  and  leave  the 
problem  to  our  guidance  counselors 
to  handle. 

All  children  have  a  need  for 
good,  honest  affection  and  liking. 
This  is  a  challenge  which  few  of 
our  trainees  fail  to  meet  well. 

Involvement  Dangers 

THE  borderline  between  a  healthy 
affection  and  a  dangerous  in- 
volvement is  usually  easy  to  dis- 
cern. If  a  trainee  passes  across  it, 
trouble  almost  certainly  will  result. 
Children  develop  "crushes"  for 
their  teachers  for  which  the  adult  is 
often  not  to  blame.  These  should 
be  reported  to  someone  in  author- 
ity. Of  greater  import  is  a  deepen- 
ing concern  on  your  part,  usually 
involving  responsibilities  which  are 
not  yours,  or  children's  problems 
which  you  are  not  in  a  position  to 
solve.  Should  you  recognize  such  a 
development,  you  should  take  steps 
to  halt  this  promptly,  and  seek  help 
from  our  guidance  counselors  to  do 
so  if  it  is  necessary. 

So    much    today    for    a    child's 
emotional  needs. 

Importance  of  Your  Example 

IMPLICIT  in  all  that  I  have  said  so 
far  is  the  recognition  that  each  of 
you  this  year  will  exert  consider- 
able influence  on  individual  chil- 
dren. Some  obvious  ways  need 
little  discussion.  Punctuality — de- 
velop a  good  reputation  for  this. 
Suitable  clothes,  not  campus  dress, 
but  professional  clothes,  the  same 
as  we  require  of  our  teachers,  not 
teen-age  fashions.  Good  grooming 
— let's  continue  to  distinguish  the 
men  from  the  women. 

Handicapped       children       have 
enough    to    contend    with    without 

developing  eccentric  habits.  For 
this  reason  we  cannot  afford  ec- 
centricity among  our  staff.  Ec- 
centricity may  be  a  very  delightful 
asset  under  certain  conditions,  but 
when  the  interests  of  our  children 
are  at  stake,  we  have  to  be  willing 
to  be  SQUARES.  It  is  a  rare  thing 
for  an  eccentric  person  to  find  his 
eccentricity  a  social  or  vocational 
asset,  and  our  children  are  going 
to  need  every  advantage  they  can 
have  in  both  of  these  areas. 

There  are  few  programs  which 
admit  students  so  completely  into 
the  School  life  as  we  do  at  Perkins. 
I  am  sure  you  will  recognize  this 
as  an  unusual  chance  to  learn  and 
grow,  but  it  does  have  its  counter- 
part in  some  added  responsibilities. 

Responsibility  to  Yourselves 

FINALLY  I  am  very  conscious  of 
your  responsibility  to  yourselves. 
You  will  not  be  overworked  or  over- 
taxed in  the  program  which  has 
been  planned  for  you  unless  you 
add  to  it  other  activities.  For  this 
reason  we  do  not  approve  of  your 
taking  other  educational  courses 
without  our  permission.  Nor  can  we 
approve  of  ^'moonlighting,"  which 
for  the  benefit  of  overseas  students 
means  taking  on  a  second  job. 

We  believe  that  this  year  will 
give  you  all  an  opportunity  for 
personal  growth  which  is  in- 
valuable. I  meet  many  of  your  pred- 
ecessors all  over  the  United  States 
and  in  other  parts  of  the  world,  and 
it  is  a  rare  thing  for  them  not  to 
refer  to  their  year  at  Perkins  with 
considerable  satisfaction.  I  hope 
that  all  of  you  are  going  to  find  in 
this  year  the  opportunity  to  express 
yourselves  and  to  develop  your 
personalities  in  ways  which  will 
prove  to  be  rewarding  throughout 
your  entire  lives.  The  counterpart 
of  this,  of  course,  is  your  responsi- 
bility to  make  the  most  of  all  your 




Founded  1829 

A  private  school  for  bHnd  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



A  Residential  School  has  responsibilities  to  its  pupils  which  reach  far 
beyond  what  happens  in  classrooms,  laboratories,  gymnasia  or  play- 
ing fields. 

Formal  education  occupies  about  half  a  child's  waking  hours  and  in- 
deed less  than  half  when  the  weekend  is  included. 

It  has  been  our  aim  at  Perkins  to  make  the  non-school  hours  as  pro- 
ductive as  the  school  hours.  Our  cottage  family  plan,  while  leaving  much 
time  for  unsupervised  living,  is  organized  to  provide  a  maximum  variety 
of  meaningful  experiences  to  our  pupils  at  all  stages  of  their  development. 
Blind  children  need  all  the  growth  experiences  they  can  get  in  the  increas- 
ingly competitive  world  of  today. 

The  success  of  this  program  clearly  depends  on  the  wiUingness  of  the 
staff  to  participate  in  our  children's  lives  on  campus. 

For  over  a  century,  Perkins  was  able  to  assume  that  virtually  all  mem- 
bers of  the  faculty  accepted  this  as  a  condition  of  serving  blind  children; 
but  in  recent  years,  there's  been  a  growing  desire  on  the  part  of  many 
teachers  to  confine  their  services  to  the  narrow  limits  of  the  school  day. 

Fortunately,  this  is  not  true  of  all  our  faculty.  Indeed,  many  of  them 
find  that  living  on  the  campus  provides  rewarding  experiences  which  are 
vital  to  their  own  growth.  The  percentage  of  young  people  prepared  to 
serve  in  this  way  grows  smaller  all  the  time.  This  is  in  spite  of  many  ad- 
vantages not  enjoyed  by  their  predecessors,  such  as  a  greater  number  of 
suites  and  apartments  and  greatly  reduced  hours  on  duty. 


Our  Teacher-Training  Program  has  always  emphasized  the  importance 
of  out-of-school  hours  to  the  growth  of  both  students  and  teachers.  The 
trainees  can  learn  far  more  about  children's  development  in  out-of-school 
contacts  than  in  the  more  structured  environment  of  the  classroom. 

In  recruiting  for  our  two  Training  Programs,  one  for  Teachers  of  the 
Blind  and  the  other  for  Teachers  of  the  Deaf -Blind,  insofar  as  serving  at 
Perkins  is  concerned,  we  seek  men  and  women  who  above  all  wish  to  de- 
vote themselves  to  acquiring  the  greatest  understanding  possible  of  chil- 
dren. This  involves  a  considerable  measure  of  daily  living  contacts  with 
the  children  for  at  least  several  years  beyond  the  training  period.  Indeed, 
such  contacts  are  vital  to  the  growth  of  even  the  most  experienced  of 


Edw^ard  J.  Waterhouse,  Director 

National  Center  for  the  Deaf-Blind  Planned 

PRESIDENT  Johnson  in  his  welfare  message  to  Congress,  February 
27,  1967,  urged  the  creation  of  a  National  Center  for  Deaf-Blind 
with  the  following  wording:  "Among  the  most  tragically  handi- 
capped of  our  citizens  are  those  who  are  deaf  and  blind.  More  than 
3,000  Americans  today  face  life  unable  to  see  and  hear.  To  help 
reach  the  deaf -blind  with  the  best  programs  our  experts  can  devise, 
I  recommend  legislation  to  establish  a  National  Center  for  the 

A  brief  letter  or  wire  to  the  President  thanking  him  for  his 
thoughtfulness  and  his  recommendation  will  give  strength  to  this 

While  the  National  Center  supported  by 
President  Johnson  is  for  adults,  the  Perkins 
staff,  because  of  its  concern  with  deaf-blind 
children  is  keenly  sensitive  to  their  needs 
when  they  grow  up. 

The  creation  of  this  National  Center  for 
Deaf-Blind  Children  will  be  the  realization 
of  a  life-long  dream  of  Peter  J.  Salmon 
(Perkins  1914)  who  first  became  acquainted 
with   deaf-blind    pupils   while    in    school   in 

WatertOWn.  Peter  J.  Salmon 





PLANS  for  the  International  Con- 
ference of  Educators  of  Blind 
Youth  which  will  be  held  on  the 
Perkins  Campus  August  20th  to 
the  26th,  1967  are  progressing  well. 
By  the  middle  of  February,  211 
registrations  had  arrived  in  Water- 
town  and  about  25  others  who  have 
not  yet  registered  have  indicated 
that  they  plan  to  do  so.  The  world- 
wide distribution  up  to  that  date 
was  as  follows:  Europe — 78,  Asia 
— 55,  Africa — 17,  Oceania — 8,  Latin 
America — 7,  Canada — 4,  Bermuda 
— 1,  United  States  (excluding  the 
Perkins  Staff)— 44. 

Already  some  thought  has  been 
given  to  the  future  of  the  ICEBY 
beyond  next  summer.  With  the 
continuing  success  and  growth  of 
the  organization  in  mind,  three 
Committees  have  been  appointed 
by  the  Chairman  of  the  Executive 
Committee  as  follows:  (Most  of 
those  invited  to  serve  on  these 
Committees  are  members  of  the 
Executive  Committee  for  the  pe- 
riod 1962  to  1967). 

submit  suggestions  to  the  1967 
Conference  for  putting  the  finances 
of  the  organization  on  a  permanent 
footing:  Mr.  Stewart  E.  Armstrong, 
Chairman,  Canada;  Mr.  Finis  E. 
Davis,  United  States;  Mr.  lohn 
Colligan,  United  Kingdom;  Dr.  F. 
Tonkovic,  Yugoslavia;   Dr.  E.  Ro- 

magnoli,  Italy;  M.  M.  Bonhomeau, 
France;  Dr.  E.  Dorner,  Germany; 
Mr.  Yoshiki  Kataoka,  Japan;  Mrs. 
S.  Ahuja,  India;  and  Dr.  J.  W. 
Cookey-Gam,  Nigeria. 

To  submit  to  the  1967  Conference 
a  slate  of  officers  for  the  period 
1967-72.  The  By-Laws  of  the 
ICEBY  require  that  the  Executive 
Committee  be  elected  by  the  na- 
tional delegates  while  the  confer- 
ence is  in  session.  Nominating 
Committee:  Dr.  H.  Garbe,  Ger- 
many, Chairman;  Don  Angel  Foz 
Tena,  Spain;  Mr.  D.  Ahrens,  Den- 
mark; Mr.  John  Jarvis,  United 
Kingdom;  Mr.  T.  V.  Thomas,  New 
Zealand;  Dr.  Robert  H.  Thompson, 
United  States;  Mr.  A.  Kebede,  Ethi- 
opia; Mr.  Edward  Jonathan,  India; 
and  Sra.  D.  de  Gouvea  Nowill, 

rolicit  and  study  invitations  for  the 
1972  Conference  and  to  make  such 
recommendations  as  they  see  fit  to 
the  delegates  at  the  1967  Confer- 
ence. The  Chairman  is  Mr.  Tore 
Gissler,  Sweden;  Mr.  Colborne- 
Brown,  RNIB;  Mr.  Eric  T.  Boul- 
ter, AFOB;  Mr.  V.  H.  Vaughan, 
South  Africa;  Dr.  H.  Wuterich, 
Switzerland;  Mr.  S.  Madej,  Poland; 
Mr.  K.  N.  K.  Jussawala,  India;  Mr. 
Hector  Cadavid,  Colombia;  Mr. 
T.  S.  D:ijani,  Jordan. 



THE  NINE  WORKSHOP  chairmen  are  busy  with  plans  for  their  section  of 
the  Conference.  A  teacher  at  Perkins  has  been  assigned  to  each  Work- 
shop to  help  the  chairman  with  arrangements,  including  setting  up  exhib- 
its, provision  of  projectors  and  other  equipment,  as  well  as  the  advanced 
distribution  of  printed  material  to  registrants.  The  two  Workshop  Chair- 
men who  are  members  of  the  Perkins  Staff  will,  of  course,  not  require 
such  assistance. 

The  nine  workshops  are  listed  below  together  with  the  chairman  and  in 
parentheses  the  Perkins  liaison  teacher  and  the  number  of  persons  who 
have  enrolled  in  each  at  the  middle  of  February.  Some  registration  blanks 
are  incomplete  and  consequently  there  is  not  an  equal  balance  between 
those  registered  for  the  three  different  groups.  People  cannot  register  for 
more  than  one  workshop  in  each  group  since  the  three  in  a  group  will  be 
held  simultaneously. 


A — Evaluation   and  Assessment   of 
Leader — Carl  J.  Davis,  Perkins 
B — Daily  Living  and  Physical  Ac- 
Leader — VV.  J.J.  Kooyman 
Cesar  Francklaan  14 
Huizen  (N.H.) 
Bussum,  Netherlands 
(Hugo  Vigoroso  65) 
C — Teaching  of  Literacy  Through 
Leader — Dr.    Berthold    Lowen- 

2^28  Avalon  Avenue 
Berkeley,  California  94705 
(Miss  Cynthia  Essex  50) 


D — Teaching  of  Number 

Leader — Benjamin     F.     Smith, 
E — Teaching  of  Science 

Leader — M.  S.  Colborne-Brown 
Royal   National   Institute   for 

the  Blind 
224  Great  Portland  Street 
London,  W.  1,  England 

Richard  C.  Fletcher 
Worcester    College    for    the 

Worcester,  England 
(Mrs.  Naomi  Nelson  50) 

F — Teaching  of  Geography  and  So- 
cial Studies 
Leader — T.  V.  Thomas 
Homai  College 
New  Zealand  Foundation  for 

the  Blind 
P.  O.  Box  67 
Manurewa,  Auckland 
New  Zealand 
(Miss    Billie    Louise    Young 



G — Teaching  of  Home  Economics 
Leader — Miss  Anna-Greta  Jans- 
School  for  the  Blind  at  Tom- 

Solna  9,  Sweden 
(Mrs.  Sheila  Daily  52) 

H — Teaching  of  Music 

Leader — John  DiFrancesco 
California     School     for     the 

3001  Derby  Street 
Berkeley,  California 
(Mr.  Paul  Bauguss  19) 

I  — Teaching  of  Slow  Learners 
Leader — Mr.  S.  O.  Myers 
Condover  Hall  School 
Shrewsbury,  England 
(Mrs.  Paula  Huffman  93) 





SOME  TIME  ago  the  Alumni  Asso- 
ciation offered  prizes  for  the 
words  and  music  for  a  school  song. 
The  prize  winner,  "Hail  to  Thee, 
Our  Alma  Mater,"  is  available  to 
former  Perkins  students  from  the 
Alumni  Association.  Braille  copies 
of  the  song  have  been  delivered  by 
Miss  Hope  MacDonald,  the  Presi- 
dent of  the  Association,  to  the 
Howe  Press,  from  which  they  may 
be  obtained  free  of  charge. 

The  author  of  the  words  has  ex- 
pressed a  wish  to  remain  anony- 
mous, but  the  composer  is  Anne 
Lifton  Darche  of  the  class  of  1949. 

The    first    performance    of    this 

song  was  at  the  Alumni  Reunion  in 
Dwight  Hall  in  June  of  1966.  It 
was  also  sung  by  the  pupils  at  the 
Annual  Directors'  Memorial  Exer- 
cises in  Dwight  Hall  last  Novem- 


As  A  MEMBER  of  the  Braille  Mu- 
.  sic  Committee  of  the  World 
Braille  Council,  Mr.  Edward  W. 
Jenkins  will  attend  a  meeting  of 
the  committee  in  Belgrade,  Yugo- 
slavia in  April  1967. 

The  World  Braille  Council  is  a 
section  of  the  World  Council  for 
the   Welfare    of   the    Blind    whose 

Mrs.  Sina  Waterhouse  tells  a  story  at  a  Lower  School  Assembly. 


Executive  Committee  also  meets  in 
Belgrade  that  month. 

Mr.  Jenkins  was  graduated  from 
Perkins  in  1922  and  the  New  Eng- 
land Conservatory  of  Music  in 
1927.  He  studied  at  the  Ameri- 
can Conservatory  in  Fontainebleau, 
France,  and  is  a  Fellow  of  Trinity 
College,  London. 

He  has  taught  harmony,  compo- 
sition and  improvisation  at  the 
New  England  Conservatory,  and 
as  a  member  of  the  Perkins  Music 
Faculty  since  1933  he  has  taught 
organ,  music  theory  and  music 
braille.  He  has  been  a  church  or- 
ganist for  many  years.  On  Febru- 
ary 7,  1967  Mr.  Jenkins  partici- 
pated in  the  Dedicatory  Recital  of 
the  new  organ  at  the  New  York 
Lighthouse  for  the  Blind.  His  pro- 
gram included: 

Good  News  from  Heaven  the  An- 
gels Bring Pachelbel 

Fugue  in  E  Flat  Major  ("St.  Anne") 

These  Are  the  Ten  Holy  Com- 
mandments   Bach 

Noel  Varie Daquin 

Dance  Instruction  in  Dwight  Hall, 

Mrs.  Stella  Jenkins,  also  a  mem- 
ber of  the  Perkins  Music  Faculty, 
will  accompany  her  husband  when 
he  travels  to  Yugoslavia.  They  plan 
visits  to  London,  Paris  and  Rome. 



^  - 


MISS  Verna  L.  Anderson 
came  to  work  at  Perkins 
in  August,  1942  and,  there- 
fore, completes  her  twenty- 
fifth  year  of  continuous  em- 
ployment in  August,  1967. 

As  assistant  to  the  Bursar, 
Miss  Anderson  has  carried 
out  a  multitude  of  difficult 
assignments  with  unruffied 
efficiency.  The  meticulous 
records  which  she  has  kept 
have  created  a  bank  of  infor- 
mation for  our  guidance. 
More  important,  perhaps,  is 
the  skill  she  uniformly  dis- 
plays in  handling  problems  of 
the  domestic  staff. 


Miss   Cyn+hia    Essex. 

Mr.  Claude  Ellis,  and  Mr.  Benjamin  Smith 


To  TAKE  CARE  of  the  growing  de- 
mands made  upon  all  Depart- 
ments at  Perkins  School  for  the 
Blind  for  increased  services  to  its 
blind  and  deaf-blind  children,  the 
Administration  at  Perkins  School 
for  the  Blind  in  Watertown,  Massa- 
chusetts has  been  reorganized. 

Dr.  Edward  J.  Waterhouse,  the 
Director  of  Perkins,  has  announced 
the  following  changes:  Mr.  Benja- 
min F.  Smith,  previously  the  Prin- 
cipal, has  been  appointed  to  the  new 
position  of  Assistant  Director.  Mr. 
Smith,  who  joined  the  Perkins  fac- 
ulty in  1937,  has  Bachelor's  and 
Master's  Degrees  from  the  Univer- 
sity of  Washington.  He  became 
Principal  in  1952,  and  the  up-to- 
date  educational  program  which 
he  has  directed  since  then  is  largelv 
of  his  own  creation.  Mr.  Smith  will 
now  devote  more  time  to  the  ad- 
ministration of  the  school,  with  par- 

ticular  emphasis  on   the   needs   of 
the  deaf-blind  children. 

Mr.  A.  Claude  Ellis,  hitherto  the 
Assistant  Principal,  will  become 
Principal,  responsible  for  the  ed- 
ucational program  in  the  school. 
Mr.  Ellis  joined  the  faculty  as  Ath- 
letic Director  in  1950.  Except  for 
several  years  of  service  with  the 
U.S.  Army  in  Korea  he  has  been 
on  the  faculty  since.  In  1964  he  be- 
came Assistant  Principal.  He  has 
B.S.Ed,  and  M.Ed,  degrees  from 
Boston  University. 

Both  Mr.  Smith  and  Mr.  Ellis 
are  married  and  have  two  children. 
They   live   on   the   school   campus. 

Although  no  change  in  her  title 
is  involved,  Miss  Cynthia  Essex, 
Lower  School  Supervisor,  will  de- 
vote more  time  to  assisting  Mr.  A. 
Claude  Ellis,  probably  by  reducing 
her  teaching  schedule  and  by  trans- 
ferring some  routine  duties  to 


Call  cards  from  afar  confirm  the  fa^t 
that  we  are  heard  all  over  the  world. 


Kl   PPX 

FOR  many  years  Perkins  has  had 
its  own  radio  broadcasting  sta- 
tion which  has  benefited  a  large 
number  of  the  older  boys,  giving 
them  not  only  valuable  experience 
in  electronics  and  the  operation  of 
radio  equipment,  but  giving  them 
a  means  of  communication  with 
many  parts  of  the  world. 

Mr.  Paul  L.  Bauguss,  the  Head 
of  our  Music  Department,  has  been 
the  faculty  advisor  for  this  group 
for  a  long  time.  He  is  currently  as- 
sisted by  Mr.  James  Dossett  who 
gives  an  evening  every  week  as  a 
staff  instructor  and  who  is,  himself, 
assisted  by  a  volunteer,  Dick 

In  February,  1967  an  additional 
group  of  pupils  was  added  to  the 
club  with  the  formation  of  a  group 
of  girl  radio  enthusiasts. 

This  year  nineteen  boys  are  mem- 
bers of  the  Radio  Club.  They  are 
headed  by  Alan  Dalton,  President, 
and  Neal  Lipson,  Vice  President. 
Roger  Cicchese  is  Secretary  and 
William  Fischer  is  Activities  Man- 
ager. Six  of  the  boys  have  licenses. 

In  recent  months,  contact  has 
been  made  by  the  Club  with  sta- 
tions in  Finland,  Brazil,  Switzer- 
land, Holland,  Germany,  Sicily, 
England,  Belgium,  Portugal,  Argen- 
tina, Austria,  Yugoslavia,  Czecho- 
slovakia, and  the  U.S.S.R.  For  the 
interest  of  other  amateur  radio  en- 
thusiasts, the  Club  owns  a  Central 
Electronics  200V  Transmitter,  a 
Hallicrafter  SXlOl  Receiver,  a 
Central  Electronics  600L  Linear 
Amplifier  and  an  80  ft.  Crank-up 
Tower  with  3-Element  Beams  for 
10,  15,  20  and  40  meters. 

The  antenna  tower  is  partially 
hidden  by  the  tall  elms  at  the  back 
of  Bridgman  Cottage,  and  the 
equipment  of  the  Club  is  housed  in 
the  Bridgman  Cottage  basement. 

Children  of  Perkins  Helped  by  Bequests 

nn  HE  NINETEEN  SIXTIES  may  long  be  remembered  as  the  decade  when 
^  American  educators  made  unpar ailed  efforts  to  improve  their  programs. 
This  has  happened  in  regular  schools  from  kindergarten  to  college  and 
beyond.  In  special  education  similar  things  are  happening. 

For  135  years  Perkins  has  pioneered  in  the  education  of  blind  and 
deaf-blind  children,  supported  always  by  gifts  and  bequests.  Never  have 
these  been  as  important  as  they  are  today  for  there  have  never  been  so 
many  new  channels  of  knowledge  open  for  our  exploring. 


I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and  existing  under  the  laws  of  the  Common- 
wealth of  Massachusetts,  the  sum  of  dollars  ($  ), 
the  same  to  be  applied  to  the  general  uses  and  purposes  of  said  corporation 
under  the  direction  of  its  Board  of  Trustees;  and  I  do  hereby  direct  that  the 
receipt  of  the  Treasurer  for  the  time  being  of  said  corporation  shall  be  a  suffi- 
cient discharge  to  my  executors  for  the  same. 

The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 


Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109 



Michael  Mullahy  joined  the  staff  in  February  1942  and  has  served 
since  then  as  an  engineer  in  the  Power  House. 

His  long  years  here  are  a  reminder  of  the  hours  and  years  of  un-no- 
ticed  service  the  engineers  give  to  the  school.  Without  them,  we  would 
indeed  be  in  the  dark.  Their  constant  care  of  the  generating  equipment 
has  obviously  been  successful,  for  there  is  never  a  time  when  one  presses 
a  button  or  pulls  a  switch  without  the  desired  result. 

To  Michael  and  his  fellow  engineers  we  extend  our  thanks. 


Vol.  XXXVI,  No.  4 
JUNE  1967 




COVER  PHOTO— The  Perkins  Tower  is  inter- 
esting for  several  reasons.  It  is  one  of  the  few 
poured  concrete  structures  of  its  kind.  In  it  are 
housed  the  Wheelright  Bells  presented  to  Per- 
kins when  the  school  moved  to  Watertown. 

The  topmost  structure  arising  above  the  up- 
per terrace  is  known  architecturally  as  a  Lan- 
tern and  symbolizes  the  pursuit  of  learning.  It 
is  from  this  feature  of  our  Tower  that  this 
magazine  takes  its  name. 

Table  of  Contents 

A  School  to  Meet  a  Pupil's  Needs 

Clarke  School  Centennial 

The  LC.E.B.Y.  in  a  Changing  World 

Countries  Where  Perkins  Braillers  Purchased 

The  I.C.E.B.Y.— A  Brief  History 


Countries  Represented  By  Perkins  Teacher  Training  Course 11 

On  and  Off  The  Campus 12 

Films  Available — The  two  Perkins  films  are  available  to  interested 
groups  on  a  free  loan  basis.  Both  films  are  in  color  and  require  a 
16mm  sound  projector  for  showing.  The  Perkins  Sfory  is  forty 
minutes  in  length;  Children  of  the  Silent  Nighf  is  27  minutes  long. 
Reservations  may  be  made  for  these  films  through  the  Film  Li- 
brarian, Campbell  Films,  Saxtons  River,  Vermont  05154. 

A  School 

to  Meet 

a  PupiVs  Needs 

Edward  J.  Waterhouse 

^^„j':'.  .-^.?:a 

OBVIOUSLY  a  school  must  teach 
certain  subjects.  Probably  there 
is  no  school  for  the  blind  anywhere 
in  the  world  that  does  not  have  an 
organized  program  for  instruction 
in  reading,  writing,  arithmetic  and 
the  good  use  of  the  language  of  the 
country.  Beyond  this,  most  schools 
have  courses  in  foreign  languages, 
in  science  and  in  the  social  studies 
such  as  history  and  geography. 

The  academic  program  offered 
at  Perkins  is  very  extensive.  It  is 
not  necessary  to  detail  it  here  for 
it  has  been  written  up  by  Mr. 
Benjamin  F.  Smith,  our  Assistant 
Director,  in  Perkins  Publication 
No.  24  issued  in  June,  1964  and 
entitled  'The  Perkins  Program." 

There  are  other  needs  less  ob- 
vious which  should  perhaps  receive 
more  attention. 

However,  among  the  obvious 
needs  is  vocational  training.  Our 
school  gives  only  two  courses  which 
we  could  describe  as  vocational. 
That  is  to  say,  there  are  only  two 
courses  which  prepare  persons  to 
go  out  and  accept  employment  in 
specific  jobs  without  any  further 
training.  One  of  these  is  a  commer- 
cial transcription  course  which  is 
highly  successful  in  preparing  our 
pupils,  mostly  girls,  for  office  jobs. 

In  America  where  direct  employer 
to  secretary  dictation  is  almost  ex- 
tinct, trained  transcribers  are  in 
great  demand.  The  other  course  is 
piano  tuning  and  repair.  This  pro- 
fession, which  is  almost  exclusively 
a  male  occupation,  can  be  very  lu- 
crative. It  has  become  increasingly 
unpopular  as  time  goes  by  in  com- 
parison with  other  occupations 
which  require  less  thorough  in- 
struction and  which  bring  more 
quick  rewards.  However,  for  the 
small  number  of  men  both  from 
America  and  from  overseas  who 
take  our  course,  it  does  provide  a 
rewarding  future. 

Physical  Education  too  is  ob- 
viously needed.  The  only  specific 
point  in  schools  for  the  blind  which 
needs  stressing  in  this  connection 
is,  perhaps,  instruction  in  travel  or 
mobility.  This  is  a  relative  new- 
comer to  school  curricula,  having 
been  born  almost  entirely  during 
World  War  II  in  the  United  States. 
Programs  now  exist  for  training 
teachers  in  mobility  in  America 
and  this  is  now  being  done  in  sev- 
eral other  parts  of  the  world.  Be- 
fore leaving  Physical  Education 
alone,  however,  it  is  well  to  re- 
member that  even  for  such  mun- 
dane  occupations   as   cooking  and 

housework,  a  high  degree  of  physi- 
cal coordination  is  desirable  and 
good  muscle  condition  and  physical 
fitness  is  more  important  to  a  blind 
man  and  to  a  blind  woman  than  to 
the  average  sighted  one. 

Schools  also  give  almost  world- 
wide attention  to  musical  training. 
There  is  some  evidence  that  this  is 
overstressed  in  some  cases  and  that 
many  hours  are  devoted  during  a 
child's  school  years  to  develop 
mediocre  skills. 

A  school  which  offers  these 
things  and  nothing  more  could 
probably  claim  to  be  reasonably 
successful.  What  more  can  a  child 
want  than  book  knowledge  com- 
parable to  his  brothers  and  sisters, 
a  good  body,  training  for  employ- 
ment and  an  appreciation  of  at 
least  one  of  the  arts?  Many  success- 

ful blind  men  and  women  all  over 
the  world  are  enjoying  satisfactory 
lives  with  no  more  education  than 

HOWEVER,  if  it  is  our  aim  to  help 
our  pupils  live  as  complete  a 
life  as  possible,  we  cannot  ignore 
his  social  education.  This  is  a  two- 
fold problem.  Right  in  the  earliest 
years  of  our  school,  Dr.  Howe 
recognized  that  he  was  faced  not 
only  with  the  problem  of  educating 
blind  children,  but  with  the  prob- 
lem of  educating  the  seeing  world 
to  accept  them.  Vocationally  and 
educationally,  this  acceptance  is 
now  fairly  wide-spread;  but  the 
public  has  not  yet  been  reached 
sufficiently  so  that  blind  persons 
meeting  seeing  strangers  for  the 
first  time  can  hope  to  meet  with  an 

.  4 

and  recreational  skills  such  as 
dancing,  bowling,  swimming,  boat- 
ing, etc.  but  it  provides  a  rich 
variety  of  person  to  person  con- 
frontations with  children  and  adults 
who  are  not  handicapped. 

Exposure,  however,  to  social  ex- 
perience is  not  enough.  In  our 
school  we  have  developed  a  Guid- 
ance Program  which  is  carried  out 
by  four  fully  trained  clinical  psy- 
chologists. Through  group  and  in- 
dividual guidance,  our  pupils  are 
helped  to  understand  the  probable 
impact  of  blindness  upon  their  see- 
ing associates.  Frequently,  it  is  the 
first  contact  that  matters.  Fre- 
quently, also,  it  is  the  way  in  which 
the  blind  person  handles  the  first 
contact  that  makes  all  the  differ- 
ence between  a  happy  relationship 
and  an  abnormal  one. 

entirely  normal  social  acceptance. 
The  seeing  person,  as  you  all  know, 
shows  either  undue  concern  or 
anxiety  on  his  own  part  or  an 
overprotective  attitude,  or  one  of 
many  other  traits  which  repeated 
day  in  and  day  out,  year  in  and 
year  out,  can  be  rather  devastating 
to  any  person  who  is  not  fully  ad- 
justed to  the  situation. 

There  is  little  chance  even  with 
the  mass  media  available  that  the 
world  will  universally  learn  how  to 
build  up  a  social  relationship  with 
a  handicapped  person.  The  major 
approach  to  solving  this  problem 
must  be  through  the  education  of 
the  handicapped  person  himself. 

This  helps  to  explain  the  great 
emphasis  the  faculty  of  Perkins 
puts  on  social  affairs.  One  of  the 
most  complicated  and  complete 
programs  to  provide  our  pupils  op- 
portunities for  meeting  seeing  boys 
and  girls  both  on  the  campus  and 
off  the  campus  has  been  devised. 
Not  only  does  this  provide  our  pu- 
pils with  a  wide  variety  of  social 

Of  course,  our  Guidance  Pro- 
gram is  not  only  concerned  with 
social  problems.  Its  prime  responsi- 
bility is  the  development  of  person- 
ality and  the  provision  to  each 
pupil  of  a  clear  image  of  them- 
selves both  as  individuals  and  mem- 
bers of  society. 

Nor  is  a  school  complete  unless 
it  can  help  to  strengthen  family 
ties,  or  at  least  to  prevent  them 
from  being  weakened  by  the  pres- 
ence of  a  physical  handicap  in  one 
of  its  members.  Many  a  home  has 
broken  up  on  this  account  and 
many  a  child  has  been  rejected  and 
even  abandoned  because  of  this. 
Again,  as  with  educating  the  pub- 
lic, access  to  the  parents  is  re- 
stricted and  the  major  educational 
process  has  to  be  through  the  child, 
though  Perkins,  and  no  doubt  many 
other  schools,  employ  Social  Work- 
ers and  Home  Visitors. 

It  is,  indeed,  the  child's  total 
needs  that  should  receive  attention 
rather  than  just  his  academic,  phy- 
sical, and  vocational  needs. 

ANOTHER  major  problem  a  school 
^  faces  in  assessing  a  pupil's 
needs  is  that  it  is  necessary  to  look 
to  the  future.  Not  merely  to  the 
comparatively  few  decades  left  to 
the  average  teacher,  but  to  the  dec- 
ades facing  his  pupil  which  is  likely 
to  be  a  much  longer  period. 

The  world  is  in  such  a  rapid 
state  of  transition  that  employment 
conditions  and  social  relationships 
as  they  exist  today  may  be  obsolete 
in  the  lifetime  of  our  pupils.  An 
ability  to  accept  change,  and,  in- 
deed, an  ability  to  project  one's 
self  into  the  future  is  hard  to  ac- 
quire. It  is  also  difficult  to  teach. 
Nevertheless  if  our  pupils  are  to  go 
through  their  entire  lives  looking 
back  with  satisfaction  on  what  their 
schools  have  done  for  them,  some 
thought  to  this  must  be  given. 


OUR  congratulations  and  good 
wishes  go  to  the  Clarke  School 
for  the  Deaf  in  Northampton,  Mas- 
sachusetts which  celebrates  the 
100th  anniversary  of  its  founding 
this  year. 

Perkins  played  a  significant  role 
in  the  founding  of  the  Clarke 
School.  In  "Dreamers  of  the  Amer- 
ican Dream"  (Doubleday  and  Co., 
Inc.,  Garden  City,  New  York  1957), 
Stewart  H.  Holbrook  describes  the 
interest  which  Dr.  Howe  had  in  the 
oral  system  for  instructing  the  deaf 
and  the  part  he  played  in  the  es- 
tablishment of  the  school. 

He  writes,  "The  oral  system 
found  champions  in  Massachusetts, 
among  them  the  noted  Samuel 
Gridley  Howe,  a  most  extraordi- 
nary man,  possibly  a  genius,  who 
had  recently  established  the  first 
blind  school  in  the  United  States 
and  had  made  one  of  his  pupils, 
Laura  Dewey  Bridgman,  an  inter- 
national celebrity.  That  the  Bridg- 
man prodigy  was  not  only  blind  but 
a  deaf-mute  was  sufficient  reason 
to  give  heed  to  Dr.  Howe  when  he 
declared  that  the  oral  system  for  in- 
structing the  deaf  was  far  superior. 
.  .  .  Dr.  Howe  demanded  that 
Massachusetts  establish  its  own 
school  and  teach  only  the  oral 
method.  John  Clarke,  a  well-to-do 
citizen  of  Northampton  was  moved 
to  build  and  endow  such  a  school 
in  his  native  town.  It  was  named 
for  him  and  to  take  charge  came 
Miss  Harriet  B.  Rogers  of  Boston, 
a  close  friend  and  disciple  of  Dr. 
Howe.  Miss  Rogers  announced  of- 
ficially that  the  Clarke  School  for 
the  Deaf  would  teach  by  articula- 
tion and  lip  reading." 

Perkins  has  so  far  been  able  to 
avoid   involvement   in   the   contro- 

Samuel    Gridley   Howe 

versies  surrounding  different  meth- 
ods of  teaching  the  deaf.  However, 
for  the  last  thirty  or  more  years,  in- 
struction in  the  Perkins  Depart- 
ment for  Deaf-Blind  Children  has 
aimed  to  provide  each  of  our  chil- 
dren there  with  intelligible  speech. 

While  there  have  been  many 
failures  in  this  regard,  nevertheless 
success  when  it  comes  seems  to  be 
particularly  important  to  the  deaf- 
blind  who  even  more  than  the  deaf 
are  cut  off  from  the  rest  of  the 
world  by  almost  insurmountable 
communication  barriers. 

It  is  a  significant  fact  that  dur- 
ing the  Anne  Sullivan  Centennial 
Year  of  1966,  all  eight  of  the  deaf- 
blind  persons  chosen  from  various 
parts  of  the  United  States  to  re- 
ceive Anne  Sullivan  Awards  as  Out- 
standing Men  and  Women  have 
good  speech.  They  were  not  chosen 
for  this  reason,  but  when  the  group 
was  assembled,  this  fact  was  noted 
by  many.  It  is  not  unreasonable  to 
believe  that  there  is  a  close  corre- 
lation between  a  deaf-blind  per- 
son's speech  ability  and  his  likeli- 
hood of  success  in  the  world. 

All  of  us  at  Perkins;  Trustees, 
Administration,  Faculty  and  Pupils 
wish  the  Clarke  School  continuing 
success  in  its  second  century. 




Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



AS  WE  WELCOME  the  I.C.E.B.Y.  to  the  Perkins  Campus  this  August, 
^  perhaps  the  most  obvious  condition  w^ith  which  we  are  dealing  is 
that  the  world  is  changing  rapidly. 

A  glance  at  the  program  shows  that  of  the  nine  topics  chosen  for 
consideration  in  the  Workshops,  literally  all  of  them  will  be  reporting 
changes  of  great  significance.  Much  of  what  will  be  presented  could 
not  have  been  presented  fifteen  years  ago  when  the  I.C.E.B.Y.  held  its 
first  meetings  in  hospitable  Holland. 

Perhaps  it  is  this  condition  of  change  which  makes  the  I.C.E.B.Y.  so 
important.  There  are  still  a  few  persons,  though  not  as  many  as  there 
were  a  few  years  ago  who  question  the  desirability  of  an  International 
Organization  of  teachers  of  the  blind.  If  Conferences  such  as  this  devote 
themselves  to  telling  each  other  what  we  have  done  or  even  to  a  large 
extent  what  we  are  now  doing,  there  is  perhaps  some  question  as  to  their 
value.  If,  however,  we  come  together  to  tell  each  other  where  we  expect 
we  are  going  and  what  steps  we  are  taking  to  go  there,  then  the  value  of 
an  exchange  of  information  is,  I  think,  greatly  enhanced. 

It  is  a  commonplace  to  say  that  the  world  is  small  and  shrinking,  but 
the  world  is  still  a  very  inarticulate  entity.  It  is  still  very  difficult  to  learn 
what  others  are  thinking  about  their  problems  or  what  their  expectation 
is  for  the  future. 

Since,  indeed,  all  education  deals  with  the  coming  generations,  looking 
ahead  is  perhaps  the  major  responsibility  which  educators  have.  We 
should  not  be  concerned  as  much  for  the  years  that  we  ourselves  face,  as 


for  those  of  our  pupils  of  a  much  younger  generation.  Each  generation 
must,  of  course,  provide  for  the  next  and  this  w^e  will  do  much  more  ef- 
fectively if  WQ  can  share  our  visions  and  our  hopes. 

It  is  the  hope  of  all  of  us  at  Perkins  that  our  visitors  from  near  and 
far  wU\  leave  the  Conference  happy  in  the  thought  that  they  are  better 
prepared  to  help  the  blind  pupils  in  their  care  to  prepare  themselves 
for  the  uncertainties  of  this  rapidly  developing  planet. 


Edv^ard  J.  Waterhouse,  Director 

Perkins  Braillers  have  been 

purchased  by 

The  BHnd  in  75  foreign  countries 



Northern  Rhodesia 






Nyasaland  Prot. 

Bahama  Islands 




Hong  Kong 


Bermuda    * 





British  Honduras 










Canary  Islands 




South  Africa 












Dominican  Republic 





Trinidad  and  Tobago 





El  Salvador 




United  Kingdom 








Nev^  Zealand,  Dominion  of                                            I 




The  I.C.E.B.Y. 

A  Brief  History 

THE  International  Conference  of 
Educators  of  Blind  Youth  which 
is  the  Consultative  Committee  on 
Education  of  the  World  Council  for 
the  Welfare  of  the  Blind  came  into 
being  (as  did  the  WCWB  itself)  as 
a  result  of  a  Conference  held  at  Mer- 
ton  College,  Oxford,  England  in 
1949.  Here  a  group  of  educators, 
among  whom  was  Dr.  Gabriel  Far- 
rell,  at  that  time  Director  of  Per- 
kins, laid  plans  for  an  international 
convention  of  educators. 

This  took  place  at  Instituut  Tot 
Onderwijs  Van  Blinden  in  Bussum, 
near  Amsterdam  in  the  Netherlands 
from  July  25th  to  August  2nd, 

It  was  attended  by  eighty-seven 
representatives  from  thirty-two 
countries  and  on  the  final  day  it 
officially  adopted  its  present  title 
and  expressed  the  hope  that  con- 
ferences might  be  held  at  five-year 

The  second  conference  which  was 
held  at  the  Huseby  School  for  the 
Blind,  Oslo,  Norway  from  August 
2nd  to  August  10th,  1957  adopted  a 

Constitution  of  fifteen  Articles 
stating  that  "the  aim  of  the  Con- 
ference is  to  promote  the  education 
of  blind  youth  throughout  the  world 
as  may  be  internationally  possible 
according  to  the  requirements  and 
financial  circumstances  of  individ- 
ual countries."  The  Constitution 
provided  for  Officers  and  an  Execu- 
tive Committee  and  reaffirmed  a 
desire  that  there  should  be  full  Con- 
ferences at  five-year  intervals. 

The  third  Conference  was  held 
at  the  Hannover  School  for  the 
Blind  from  the  6th  to  the  18th  of 
August  in  1962,  in  Germany.  It 
chose  as  its  theme  the  development 
of  international  cooperation  to 
meet  educational  needs  in  emergent 
countries  and  the  means  by  which 
these  needs  can  best  be  met.  At 
this  Conference,  it  was  agreed  that 
the  1967  Conference  should  be 
held  at  Perkins  School  for  the 
Blind  in  Watertown,  Massachusetts 
in  the  summer  of  1967. 

The  World  Council  for  the  Wel- 
fare of  the  Blind  General  Assembly 
met  in  New  York  City  in  1964.  At- 


tending  it  were  a  number  of  per- 
sons associated  with  the  I.C.E.B.Y. 
or  otherwise  interested  in  educa- 
tional problems.  Two  meetings 
were  held  in  New  York  at  this  time 
to  prepare  the  program  for  the 
1967  Conference. 

It  was  agreed  that  unlike  the 
earlier  three  meetings,  little  atten- 
tion would  be  paid  to  the  develop- 
ment of  resolutions  since  an  ample 
supply  of  these  had  already  been 
passed,  many  of  which  still  awaited 
implementation.  Instead,  the  main 
business  of  the  Conference  would 
be  to  discuss  the  latest  techniques 
of  teaching  certain  subjects  and  the 
meetings  would  be  broken  down 
into  nine  Workshops,  meeting  three 
at  a  time.  It  was  also  decided  that 
the  Conference  should  be  some- 
what briefer  than  other  ones  and 
should  be  confined  to  a  week's  du- 

Following  the  New  York  meet- 
ings, a  periodical  has  been  issued 
at  approximately  six-month  inter- 
vals.  This  periodical   is   somewhat 

unique  in  that  the  editor  of  each 
issue  comes  from  a  different  part  of 
the  world.  Mr.  K.  N.  K.  Jussawala 
of  India,  who  was  the  first  editor, 
selected  the  name  for  the  periodi- 
cal calling  it  The  Educator.  While 
the  contents  of  these  issues  have 
mainly  been  reprints  from  well- 
known  educational  magazines,  a 
number  of  original  articles,  some  of 
them  of  very  high  quality,  have 
been  specially  prepared  for  it.  Sub- 
sequent numbers  have  been  pub- 
lished in  Brazil,  Nigeria,  South 
Australia,  Spain,  Yugoslavia  and 
Canada.  At  the  Watertown  Confer- 
ence, it  will  be  necessary  to  decide 
whether  this  periodical  has  justified 
its  expense  and  whether  it  should 
be  continued. 

By  the  middle  of  May,  registra- 
tions for  the  Watertown  Conference 
totaled  representatives  from  coun- 
tries showing  the  increased  interest 
in  the  organization  since  its  initial 
meetings  in  Holland  fifteen  years 

Countries  represented  in  the  Perkins 
Teacher  Training  Course — 1921-1967 









New  Zealand 







British  Guiana 







Hong  Kong 

Puerto  Rico 



Santo  Domingo 



South  Africa 







Costa  Rica 





















ON  May  18th  and  19th,  1967, 
the  Howe  Press  acted  as  Host 
to  technical  sessions  at  the  Ramada 
Inn  in  Boston,  Massachusetts 
which  brought  together  scientists 
and  engineers  who  have  shown  an 
interest  in  developing  new  methods 
of  producing  braille  and  repre- 
sentatives of  agencies  whose  re- 
sponsibility it  is  to  put  braille  ma- 
terial into  the  hands  of  blind 

Among  agencies  represented 
were  the  Division  for  the  Blind  and 
Physically  Handicapped  of  the  Li- 

brary of  Congress,  The  American 
Printing  House  for  the  Blind  in 
Louisville,  Kentucky,  Alar  Prod- 
ucts Inc.  of  Cleveland,  Ohio,  The 
Illinois  Telephone  Corporation, 
various  branches  of  the  Interna- 
tional Business  Machines  Corpora- 
tion, three  members  of  the  staff  of 
the  American  Foundation  for  the 
Blind  in  New  York  and  three  Ad- 
ministrators from  the  Christian 
Record  Braille  Foundation,  Inc. 
of  Lincoln,  Nebraska.  Honeywell, 
Inc.,  The  Mitre  Corporation,  the 
Clovernook  Home  &  School  for  the 
Blind  in  Cincinnati  and  Schack  As- 
sociates of  New  York  City  were  also 
represented.  A  number  of  the  fac- 

The   Howe   Press  sponsored  meetings  on   Braille  development. 


ulty  of  the  Massachusetts  Institute 
of  Technology  headed  by  Professor 
Robert  W.  Mann  of  the  Depart- 
ment of  Mechanical  Engineering 
and  Mr.  John  K.  Dupress,  the  Man- 
aging Director  of  the  Sensory  Aids 
Evaluation  and  Development  Cen- 
ter were  also  present.  A  represent- 
ative of  the  Responsive  Environ- 
ment Corporation  of  Englewood 
Cliffs,  New  Jersey  also  attended. 

The  Engineers  brought  to  the 
meetings  their  latest  reports  on 
technical  devices  and  production 
systems  which  had  been  developed 
or  are  being  developed  which 
might  expedite  the  production  of 
braille  and  even  possibly  produce 
it  at  a  lower  cost  than  at  present. 

Mr.  Robert  S.  Bray  on  behalf  of 
the  Library  of  Congress  agreed  to 
initiate  several  projects  which 
would  help  to  determine  the  feasi- 
bility of  using  this  equipment. 

Representing  Perkins  were  Mr. 
Harry  J.  Friedman,  Manager  of 
the  Howe  Press,  Mr.  Robert  M. 
Campbell,  PubUc  Relations  Con- 
sultant, Miss  Jeannette  Stillisano, 
Secretary  to  the  Director  and  Ed- 
ward J.  Waterhouse,  the  Director. 


As  Dr.  Peter  J.  Salmon  com- 
pletes half  a  century  at  the  Indus- 
trial Home  for  the  BHnd,  honors 
have  been  showered  upon  him. 

It  is,  of  course,  entirely  appro- 
priate that  the  Trustees  of  his  Alma 
Mater  should  honor  him.  Recently, 
they  voted  to  award  him  a  Perkins 
Certificate  of  Merit. 

The  Citation  on  this  Certificate 
reads  "Whereas  the  school  remem- 
bers that  from  1905  to  1916,  Peter 
Salmon  was  a  pupil  of  the  school, 
acquiring  through  his  first  contacts 
with  deaf-blind  boys  an  insight  into 
their  lonely  isolation  and  a  recog- 

Chan  Poh  Lin,  our  deaf-blind  student 
from  Singapore,  examines  a  shrine  to  the 
Madonna    in    a   Watertown   yard. 

nition  of  the  great  human  potential 
so  often  hidden  behind  the  com- 
munications barrier 

And  whereas  Peter  Salmon 
through  his  inner  vision,  zeal  and 
determination  turned  this  half-cen- 
tury into  an  accumulation  of  profit- 
able years 

Therefore,  the  Trustees  of  Per- 
kins School  for  the  Blind  do  on 
this  first  day  of  June,  1967  award 
him  this  Certificate  of  Merit,  know- 
ing full  well  that  in  doing  this,  the 
Awardee  brings  as  much  honor  to 
the  Award  as  the  Award  does  to 


AN  INTERESTING  item  recently  pub- 
/xlished  by  the  Howe  Press  con- 
sists of  two  volumes  of  "American 
Favorite  Ballads,"  tunes  and  songs 
as  sung  by  Peter  Seeger.  The  two 
Braille  Volumes  which  may  be  ob- 
tained from  the  Howe  Press  con- 
tain   eighty-four    ballads,    favorites 


Mrs.  George  Romney  and  Donna  LePiors.        pie 

of  Peter  Seeger  and  covering  the 
widest  variety  from  "Joshua  Fought 
the  Battle  of  Jericho"  to  "Who's 
Gonna  Shoe  Your  Pretty  Little 
Foot?"  The  second  volume  also 
contains  a  list  of  Guitar  Chords. 
This  volume  was  reprinted  by  per- 
mission of  the  publisher,  Oak  Pub- 
lications of  New  York. 

The  initial  order  of  fifty-five 
copies  of  this  Publication  was  un- 
derwritten by  the  Library  of  Con- 
gress who  have  also  placed  orders 
for  the  following  Braille  music 

Alfred's    Adult    Guitar    Course, 

by  d'Auberge  and  Manus. 

fundamentals  of  the  guitar  as 

a  musical  instrument 
Basic  Materials  in  Music  Theory, 

by  P.  Harder 

programmed  course  in  Music 

Harmony,  by  Walter  Piston 
Music  for  Children,  by  Carl  Orff 


Louis  H.  Rives,  Jr.  who  was  a 
student  at  Perkins  from  1927-1930 
is  currently  the  President  of  the 
American  Association  of  Workers 
for  the  Blind.  He  is  Assistant  to  the 

Commissioner,  Program  Planning, 
Vocational  Rehabilitation  Adminis- 

On  April  the  11th  at  the  Honor 
Awards  Ceremony  of  the  U.  S.  De- 
partment of  Health,  Education  and 
Welfare,  he  received  a  Distin- 
guished Service  Award  from  the 
Vocational  Rehabilitation  Adminis- 
tration. His  Citation  read, 

"For  the  outstanding  imagination, 
initiative,  and  leadership  he  has 
demonstrated  in  developing  com- 
prehensive rehabilitation  programs 
and  new  occupational  opportunities 
for  the  Nation's  handicapped  peo- 

Mr.  Rives  is  currently  busily  en- 
gaged in  planning  the  Annual  Con- 
ference of  the  American  Associa- 
tion of  Workers  for  the  Blind  which 
will  be  held  at  the  Hotel  Deauville, 
Miami  July  9th  to  the  13th. 

Congratulations  from  all  of  us  at 
Perkins  go  to  Mr.  Rives  for  this 
well-deserved  honor. 

Two  former  students  of  the  Per- 
kins' Deaf-Blind  Department  were 
recently  honored.  Miss  Donna  Le- 
Piors of  Flint,  Michigan,  received 
an  outstanding  service  award  from 
Governor  Romney  on  the  occasion 
of  the  Second  Annual  Governor's 
Commission  on  Employment  of  the 
Handicapped.  Mrs.  George  Romney 
presented  the  award  to  Donna.  The 
citation  indicated  that  Donna,  who 
has  been  both  deaf  and  blind  since 
birth,  has  shown  most  outstanding 
ability  in  adjusting  to  regular  em- 
ployment with  an  upholstering  firm 
despite  her  severe  handicaps. 

Donna  is  the  first  graduate  of  the 
Department  for  Deaf-Blind  Chil- 
dren at  the  Michigan  School  for 
the  Blind.  Following  Michigan,  she 
also  attended  the  Deaf-Blind  De- 
partment at  Perkins  for  two  years 
and  has  received  further  training  at 


The  Industrial  Home  for  the  Blind, 

Miss  Juanita  Morgan  of  Buena 
Vista,  Colorado,  received  a  citation 
from  Governor  Lull  of  Colorado, 
also  in  conjunction  with  the  An- 
nual Governor's  Commission  of 
Employment  of  the  Handicapped. 
Last  year,  Juanita  was  one  of  the 
recipients  of  an  Anne  Sullivan 
Gold  Medal  Award  in  Washington 
as  part  of  The  Anne  Sullivan  Cen- 
tennial year.  Juanita  attended  the 
Deaf-Blind  Department  at  the  Per- 
kins School  from  1940  to  1953,  re- 
ceiving an  honorary  diploma  from 
Perkins  that  year. 


The  Committee  for  the  Deaf- 
Blind  of  the  World  Council  for  the 
Welfare  of  the  Blind  had  a  private 
audience  with  his  holiness  Pope 
Paul  VI  on  April  15th.  Representa- 
tives from  fifteen  different  coun- 
tries were  present.  Included  in  the 
group  were  Richard  Kinney  of 
Illinois,  Arthur  Sculthorpe  of  Great 
Britain,  Dr.  Garrat  Van  de  Mey  of 

In  Memoriam 


who  passed  away  suddenly  May 
8th,  1967.  A  much-loved  teacher  in 
the  department  for  deaf-blind  chil- 
dren since  September  1964. 

The  Netherlands.  All  of  them  to- 
tally without  sight  and  hearing  and 
all  of  them  successful  in  profes- 
sional careers. 

The  Pope  called  on  all  peoples 
of  the  world  to  show  compassion 
for  those  who  are  both  deaf  and 
blind.  His  holiness  also  urged 
world  support  for  those  who  are 
working  on  behalf  of  deaf-blind 

The  Director  of  Perkins  attended 
the  audience  as  a  member  of  the 
Committee,  and  as  Chairman  of 
the  Committee  on  the  Education  of 
Deaf-Blind  Children  of  the  Inter- 
national Conference  of  Educators 
of  Blind  Youths. 


None  of  us  can  deny  Miss  Florence  J. 
Worth  the  right  to  retire.  When  she 
chose  to  do  so  this  sumnner,  she  expressed 
the  opinion  that  "she  had  served  in  the 
Library  long  enough."  The  record  shows 
that  she  was  hired  by  Dr.  Allen  in  1922, 
forty-five  years  ago.  She  is  currently  the 
employee  with  the  longest  service  rec- 
ord and  only  two  remain  on  the  Perkins 
Faculty   from   those    Dr.    Allen    employed. 

We  all  wish  Miss  Worth  many  happy 
years  in  her  beloved  and  native  island  of 





Teacher  of  Physical  Education  for 

Perkins  Girls  1904-1913 

Perkins  Librarian  1925-1949 

Miss  Sawyer,  who  passed  away  peacefully  in  her 
sleep  on  May  24,  1967  in  her  ninety-fifth  year  was  one 
of  the  school's  few  remaining  links  with  our  second 
Director.  She  was  hired  by  Michael  Anagnos  in  1904 
to  teach  physical  education  in  the  girls'  school  in  South 
Boston,  and  continued  with  us  when  Dr.  Allen  became 
Director  in  1907  and  moved  with  the  school  to  Water- 
town  in  1912. 

In  1913  she  resigned  and  during  World  War  I  and 
after  she  was  a  Secretary  in  Government  Service  in 
Washington,  D.  C. 

In  1925,  she  returned  at  Dr.  Allen's  invitation  to  be 
Perkins  Librarian,  retiring  from  this  post  in  1949.  Thus 
she  served  under  three  Perkins  Directors. 




VOL.  XXXVII,  NO.   1 




Miss  Mary  E.  Swi+zer  gives  the  Commencement  Ad- 
dress in  Dwight  Hall,  June  9,  1967. 

Table  of  Contents 

Commencement  Address — Mary  E.  Switzer    3 

A  Complete  Program  for  Deaf-Blind  Children — Edward  J.  Waterhouse  .  .  9 

Leadership  Projects  Precede  International  Conference   13 

Perkins  Begins    136th  Year    15 

Editorial — Perkins  To  Serve  Pre-School  Children   16 

I.C.E.B.Y.— In    Pictures    19 

On  and  Off  The  Campus    29 


A  soUd  sterling  silver  charm,  1"  long,  an  exact  detailed  replica  of 
the  Perkins  Tower,  suitable  for  charm  bracelet  or  necklace  is 
available.  This  may  be  obtained  from  Bookkeeping  Department, 
Perkins  School  for  the  Blind.  $3.00  each. 



A  teacher  on  the  Perkins  Faculty  from  1931  to  1952.  Her  love 
of  life  made  a  great  impact  on  the  lives  of  her  students. 

1967  Graduating  Class 

Commencement  Address 

Commencement  Address  delivered  by  Mary  E.  Switzer, 
Commissioner  of  Vocational  Rehabilitation,  Department  of 
Health,  Education,  and  Welfare,  Washington,  D.  C,  at 
Perkins  School  for  the  Blind,  Watertown,  Massachusetts,  on 
June  9,  1967, 

Greetings  and  congratulations  to 
the  Class  of  1967: 

Today  great  revolutionary  forces 
have  been  started  everywhere — 
from  darkest  Africa  to  our  own 
small  towns — and  these  will,  in 
some  measure,  affect  the  quality  of 
your  life  and  the  opportunities  you 
have  to  live  it  fully. 

But  today,  your  opportunities 
are  more  numerous  and  varied 
than  ever  before.  This  is  true  for 
all  young  people,  but  it  is  especially 
true  for  young  people  with  special 
handicaps.  For  there  was  never  a 
time  in  our  country's  history  when 
greater  efforts  are  being  made 
everywhere  to  ensure  that  young 
people  with  characteristics  different 
physically  from  those  of  their 
friends  and  neighbors  have  oppor- 
tunities— at  least  the  equal  of,  and 
often  better — than  those  generally 
available.  It  is  therefore  no  truism 
to  say,  that  what  you  have  within 

yourself  to  be,  you  can  be  today  if 
you  will  it  so. 

At  graduation  day,  everyone  is 
elated  that  it  has  come  at  last.  To 
be  graduating  from  a  school  with  a 
proud  tradition  makes  the  day  es- 
pecially significant.  To  be  graduat- 
ing from  Perkins  is  to  have  as  part 
of  a  background  that  can  never 
leave  you,  a  tradition  of  great 
leaders,  of  excellence  of  teaching, 
of  pioneers  in  work  for  the  blind 
and  the  deaf-blind,  and,  in  fact,  a 
combination  of  all  these  that  has 
ensured  quality  in  the  life  of  the 
students  here,  and  the  inspiration 
that  comes  from  this  quality  as 
time  goes  on. 

School  is  a  time  for  learning,  for 
growing,  for  having  fun,  and  for 
beginning  the  accommodation  to 
life  in  the  world.  At  Perkins,  what 
you  have  received  is  far  and  away 
beyond  what  many  thousands  of 
young  people  graduating  from  high 

At  the  Commencement  Exercises  in 
Dwight  Hall  on  June  9th,  Augustus  Thorn- 
dike,  M.D.,  President  of  the  Corporation 
gave  Perkins  Diplomas  to  the  Class  of 

school  this  year  will  be  carrying 
with  them. 

Everywhere  in  this  great  and 
fascinating  institution,  there  are 
reminders  of  the  pioneers  who 
started  it  and  gave  it  its  direction. 

From  the  great  globe  in  the  hall, 
which  was  touched  by  Dr.  Howe 
and  Laura  Bridgeman,  there  are 
constant,  tangible  reminders  that 
go  back  to  a  founder  with  a  special 
kind  of  genius  that  warmed  every- 
one around  him  to  his  causes.  As 
you  have  touched  the  things  that 
he  touched,  it  brings  the  great  past 
very  close  especially  as  we  remem- 
ber that  it  was  Lafayette  himself 
who  admonished  Dr.  Howe  to 
come  back  to  America  and  look 
after  American  liberty.  We  of  Per- 
kins have  a  special  charge  to  cher- 
ish that  liberty,  and  increase  the 
chance  of  every  American  to  par- 
ticipate fully  in  its  gifts. 

There  is  everything  in  the 
United  States;  and  all  of  us — far 
more  than  we  realize — are  the 
inheritors  of  treasures  which  have 

come  from  the  brave,  the  faithful, 
and  the  useful.  And,  so,  as  I  con- 
gratulate you  today  for  your  ac- 
complishment in  reaching  this 
graduation  hour,  I  congratulate 
you  too  on  carrying  in  your  hearts 
and  minds  this  tradition,  which, 
from  the  beginning,  was  touched 
by  greatness.  For  it  will  surely 
comfort,  delight,  and  counsel  you 
in  the  years  ahead. 

Today,  as  we  take  for  granted 
the  widening  horizons  of  opportu- 
nities in  the  professions,  and  in  the 
whole  field  of  work,  it  is  a  sobering 
and  comforting  thought  to  realize 
that  great  as  the  founder  of  this 
school  was,  and  broad  as  his  vision 
in  the  field  of  education  became, 
he  had  little  appreciation  of  what 
was  in  store  for  his  own  students 
in  the  world  of  work. 

One  hundred  years  ago  at  this 
school,  a  young,  blind  teacher 
named  Francis  Campbell  had  a  dif- 
ference of  opinion  with  Dr.  Howe 
over  whether  there  should  be  an 
all-out  massive  program  to  place  its 
graduates  in  jobs.  It  was  an  honest 
difference  between  two  great  men 
one  of  whom  lived  from  the  presi- 
dency of  Thomas  Jefferson  to  the 
presidency  of  General  Grant,  and 
the  other  from  the  presidency  of 
Andrew  Jackson  to  the  presidency 
of  Woodrow  Wilson. 

We  are  reminded  today  that  the 
younger  people,  in  many  cases, 
look  into  the  future  with  better  vi- 
sion than  some  of  the  seniors  did 
or  do.  For  Francis  Campbell's  be- 
lief became  his  way  of  life,  and  the 
seeds  he  planted  in  making  job  op- 
portunities for  graduates  of  schools 
for  the  blind,  revolutionized  the  at- 
titude of  the  world  toward  blind 
people  during  his  lifetime  and  ever 

It  is  a  satisfaction  to  me  today 
to  be  able  to  say  to  you — graduat- 
ing— and  to  your  parents  and,  in 
fact,  to  all  here  at  this  ceremony 

that  Perkins  continues  to  be  the 
beacon  it  has  always  been.  By  the 
inspired  and  dihgent  pursuit  of  the 
School's  ideals,  and  by  virtue  of  his 
own  special  talents,  our  own  Ed- 
ward Waterhouse,  with  the  strong 
support  of  his  remarkable  wife, 
carries  the  cause  of  the  education 
of  the  blind  and  deaf-blind  to  all 
corners  of  the  earth. 

Today,  I  speak  as  a  public  offi- 
cial in  charge  of  our  national  pro- 
gram for  ensuring  equality  of  op- 
portunity to  all  of  our  handicapped 
citizens.  I  speak  optimistically  and 
with  deep  belief  that  each  year  that 
passes  sees  barriers  of  prejudice  re- 
duced in  all  areas,  and  sees  the 
knowledge,  skill,  and  techniques 
made  available  to  young  people  as 
they  are  ready  for  the  world  of 
work,  or  for  further  training  to  en- 
ter the  professions.  So  I  say  to  the 
graduates  and  their  families  and  to 
those  who  will  be  graduating  next 

year  and  the  year  after,  search  out 
your  great  talents  and  potentialities. 
Seek  out  the  community  services, 
schools,  and  training  opportunities 
that  can  be  applied  to  these  talents 
and  determine  for  yourself  the 
most  suitable  pathway  to  your  ulti- 
mate career. 

One  of  the  things  to  keep  in 
mind,  is  that  there  is  no  magic  to 
training  people  for  particular  jobs, 
or  helping  them  to  find  jobs,  no 
matter  what  their  capabilities  or 
handicaps  may  be.  It  is  a  question 
rather  of  taking  the  trouble  to  find 
out  what  is  truly  suitable  for  peo- 
ple with  all  kinds  of  differences; 
not  merely  what  is  available,  but 
what  is  within  the  individual's 
capacity.  What  does  he  want  to  do? 
What  does  he  flourish  doing?  What 
has  the  greatest  chance  of  making 
him  glad  to  live  with  himself? 

This  is  where  good  vocational 
rehabilitation  workers  can  help  an 

The  Class  of  1967  march  through  Dwlght  Hall  to  the  platform  to  receive  their  diplomas. 


individual  immeasurably  in  assess- 
ing himself,  reviewing  opportu- 
nities, testing  abilities,  showing  up 
the  mistakes  that  we  all  make 
about  what  we  want  deep  down 
underneath,  and,  then,  securing  the 
necessary  training  in  the  special 
skills,  and  the  insight  into  ourselves 
to  achieve  our  goal. 

One  of  the  truly  satisfying 
sources  of  strength  for  most  of  us 
is  the  availability  of  competent  ad- 
visors to  assist  us  if  we  will  but 
submit  our  problems  to  them. 

Today  is  a  time  when  public 
services  flourish.  Although  the  in- 
stitution that  is  Perkins  has  flour- 
ished through  the  combined  efforts 
and  resources  privately  put  to- 
gether, the  greatest  number  of  our 
children  today  are  being  educated 
in  our  public  schools  and  are  re- 
ceiving their  opportunities  through 
our  public  programs  of  training  in 
universities,  in  vocational  schools, 
and  finally,  probably  securing  their 
jobs  through  public  facilities. 

In  our  time,  therefore,  we 
should  all  call  on  our  public  serv- 
ices to  advance  our  careers.  The 
idea  of  getting  ahead  entirely  on 
one's  own,  which  Dr.  Howe  held  out 
to  his  students  with  such  great  sin- 
cerity, had  many  merits  and,  in  fact, 
we  all  want  to  do  what  we  can  on 

our  own.  The  whole  philosophy 
behind  the  rehabilitation  program 
— behind  the  best  kind  of  educa- 
tion, behind  what  you  have  had 
here  in  Perkins — is  to  provide  just 
enough,  but  no  more,  help  than  is 
necessary  to  give  each  individual 
what  they  need — to  be  what  they 
want  to  be. 

So  great  and  so  varied  are  the 
opportunities  available  that  even  to 
know  about  them,  all  of  us  must 
turn  to  clearinghouses  and  infor- 
mation settings  of  one  sort  or  an- 

We  in  the  public  rehabilitation 
program,  as  well  as  myriads  of 
private  community  groups  serving 
the  blind,  hope  that  ycu  will  find 
that  we  are  all  devoted  to  the 
promotion  of  individual  capabil- 
ities to  finding  work  which  de- 
velops unique  talent.  While  it  is  sig- 
nificant that  the  number  of  blind 
people  going  into  competitive  em- 
ployment has  increased,  it  is  even 
more  significant  that  the  range  of 
opportunities  has  increased.  Blind 
persons  are  now  in  the  professions 
of  law  and  psychology,  in  social 
work,  and  in  public  school  teach- 
ing of  sighted  children.  They  are 
ministers.  They  are  managing  com- 
puters— the  miracle  of  this  age. 
They     are     medical     transcribers. 

Each  year  the  Trustees  have  luncheon  with  the  graduates  and  their  families — At  the 
head  table  this  year  were  Dr.  Peter  J.  Salmon,  Mrs.  Waterhouse  and  the  Director,  Miss 
Mary  E.  Switzer,  President  Thorndike,  Mrs.  Gabriel  Farrell  and  (just  off  the  photo- 
graph) Dr.  Gabriel  Farrell. 

They  aic  in  all  lypcs  ol  service  oe- 
cupadoiis  ill  hospitals,  holels,  nu>- 
lels,  aiul  iceiealion  areas.  They  are 
on  Ihe  iiuluslrial  procluelion  line. 

I  heie  is  no  one  oeeupalion  ihal 
has  the  lartjest  nnnihei-  ol  blind 
people  in  it  and  lor  (his  we  are 

We  aie  proud  ol  Ihe  lael  (hal 
2,()()()  blind  shulenls  aie  in  college 
this  year  and  ihey  are  in  nioie  Ihan 
400  tlilVcrenl  institutions.  1  his  is 
far  nioie  significant  than  if  I  were 
to  tell  you  that  such  and  such  a 
college  was  just  right  lor  a  blind 
student.  1  he  most  signilicant  fact 
ol  this  tlay  and  time  is  the  variety 
ol  envii'onments  to  which  our 
educated  young,  bliiul  people  are 
atljusting  with  the  satislactions, 
Irustiations,  and  the  general  grow- 
ing-up  process  that  accompanies  all 

Ihere  are  some  okl  standby  oc- 
cupations that  still  olVei  great  satis- 
lactii>ns  lor  people  with  certain 
proclivities.  Some  blind  people  have 
gained  tremendous  joy  in  their  life 
out  oi  piano  tuning.  The  piano  has 
been  a  musical  outlet,  both  voca- 
tionally and  avocationally,  lor 
many  blind  people,  and  there  are 
still  excellent  programs  in  this  held. 

And  then  small  business  olVeis 
the  kind  ol  challenge  that  many  in- 
dividualists enjt>y.  There  are  the 
vending  stands,  which  are  really 
small  and  large  stores  where  every- 
thing is  sold  Irom  newspapers  \o 
paperback  books,  candy,  cigarettes 
— and,  in  many  places,  a  wide 
variety  ol  sandwiches  and  the  kind 
of  things  you  buy  at  a  lunch  coun- 
ter. These  are  very  profitable  ven- 
lures.  They  are  in  the  mainstream 
of  the  movement  of  peoj-jle.  And  I 
know  a  good  many  places  through- 
out the  country  where  the  owner 
and  operator  oi  one  of  these  small 
stores  is  the  mentor,  the  source  of 
news,  and  the  weathervane  for  the 
building   in   which    the   stand    is   lo- 

Aftor  fho  (^xcMclses,  (mcIi  giMcJinlc  w.js 
gro('i(^d  by  Miss  Switzor  and  Dr.  Thoindiko 
cind  oth(Ms  in  the  <uidi(Mico. 

cated.  If  you  like  jvople  and  you 
like  business,  this  is  an  opportunity 
not  to  be  missetl.  And  it  is  prolita- 
ble,  too! 

lotlay,  we  are  in  a  world  oi 
changing  times.  The  old  ways  oi 
doinix  things  are  out  oi  tiate  before 
we  learn  them.  With  the  emphasis 
being  placed  on  training,  with  the 
vast  number  oi  areas  oi  movement, 
the  development  oi  mechanical  de- 
vices for  doing  jobs,  it  is  a  fact  that 
in  many,  many  types  of  work  one 
will  have  to  be  able  to  readlust  as 
often  as  three  times  in  the  course 
oi  a  working  life. 

It  is  true  that  some  jobs  are  be- 
coming obsolete,  ones  that  had 
been  line  opportunities  for  blind 
people  tele|ihonc  switchboard  op- 
erators, for  example:  but  the  tele- 
phone company  has  other  ideas  on 
how  its  great  industry  can  enlarge 
the  oj^portunities  not  only  lor  the 
blind,  but  for  other  handicappeil 

Hut  jobs  and  the  job  market  are 
enlarging.    Where    there    are    pres- 

ently  70  million  jobs  in  the  United 
States,  there  will  be  well  over  80 
million  by  1970.  Most  people  liv- 
ing in  our  time,  and  certainly  you 
who  are  graduating  in  1967  from 
high  school,  and  are  just  on  the 
threshold  of  your  learning  process, 
will  find  ever  widening  vistas  ahead. 
To  be  ready  for  all  as  they  come, 
the  willingness  to  learn  and  to  keep 
learning  will  make  all  the  differ- 

The  challenge  of  outreach  that 
comes  on  graduation  day  reminds 
us  all  to  brace  ourselves  for  the  big 
challenges  ahead — not  to  fear 
them,  but  to  prepare  to  enjoy 

And  now  in  closing,  may  I  say  a 
few  more  general  things. 

Here  at  Perkins  you  have  been 
happy,  accepted,  and  perhaps  un- 
aware of  the  difficulty  that  the 
world  has  in  accepting  people  who 
seem  different.  This  is  at  the  heart 
of  much  of  our  trouble  in  the 
world  today.  We  fear  the  unfami- 
liar. We  fear  what  we  do  not 
know.  We  turn  away  from  it  un- 

As  a  nation  we  are  committed  to 
the  opposite  of  this.  But,  as  human 
beings,  our  frailties  sometimes 
overcome  us. 

So,  from  time  to  time,  if  you 
find  attitudes  on  the  part  of  your 
fellow  workers  or  fellow  students 
that  seem  negative  and  unfeeling, 
rise  above  them.  Remember  that 
l-^ck  of  understanding,  and  lack  of 
knowledge,  and  the  slowness  with 
which  traditional  public  attitudes 
change  are  at  the  bottom  of  such 
situations.  By  the  use  of  your 
talents,  and  by  the  example  you 
set,  you  will  help  to  overcome 
these  negative  influences.  And  this 
will  be  a  battle  no  one  can  wage 
for  you.   The   qualities  which  you 

must  surely  have  developed  at  Per- 
kins will  stand  you  in  good  stead. 

You  have  another  responsibility 
in  addition  to  furthering  your  edu- 
cation and  training,  and  finding 
your  place  in  the  workaday  world. 
In  order  to  fully  develop,  to  fully 
live,  to  fully  enjoy  the  excitement 
of  life,  you  must  identify  yourself 
as  being  concerned  with  the  free- 
dom of  everybody  as  citizens,  as 
workers,  as  wives,  husbands,  and 
parents.  By  virtue  of  the  special 
efforts  you  have  had  to  make  to 
overcome  your  own  handicap,  you 
have  developed  a  spiritual  strength 
which  you  will  want  to  share  in 
your  own  community  life. 

"From  those  to  whom  much  is 
given  much  shall  be  required." 
Much  has  been  given  to  everyone 
who  has  ever  crossed  into  the  Per- 
kins yard.  The  example  of  its  great 
graduates,  its  teachers,  the  inno- 
vators, and  the  designers  of  the 
work  here  touches  many  hundreds 
of  people  every  year.  Even  Perkins 
scarcely  realizes  this.  But  the  im- 
mortality of  the  influence  of  the 
founders  of  this  school  and  its 
early  students  will  continue  to  in- 
spire the  world  as  long  as  people 
have  memories  and  can  absorb  the 
lesson  of  their  lives.  Nothing  is  so 
tremendous  as  a  good  teacher.  And 
no  reward  is  equal  to  the  reward 
of  seeing  a  pupil  fulfill  what  his 
teacher  expected  of  him.  As  a  na- 
tive of  Watertown,  Massachusetts, 
I  feel  very  close  to  Perkins.  And, 
today,  closer  than  ever,  as  I  wel- 
come into  the  world  the  members 
of  the  Class  of  1967. 

Note:  On  August  15th,  Secretary  of  Health, 
Education  and  Welfare  announced  that  Miss 
Sivitzer  luould  head  a  neiv  agency  entitled 
Social  and  Rehabilitation  Service  including 
Vocational  Rehabilitation  Administration, 
Children's  Bureau,  Administration  of  Aging, 
Medical  Services,  and  Assistance  Payments 


By  Edward  J.  Waterhouse, 

Director,  Perkins  School  for  the 


This  pjper  was  read  preceding  a 
demonstration  by  deaf-blind  pupils 
to  the  LC.E.B.Y,  August  26,  1967 

IN  planning  a  program  which  at- 
tempts to  meet  the  needs  of 
deaf-blind  children  from  birth  to 
adulthood,  there  are  few  precedents 
to  follow.  Nowjiere  in  the  world  to 
our  knowledge  are  adequate  ser- 
vices available. 

Even  statistics  are  lacking  and 
agreement  is  not  universal  as  to 
which  children  should  be  included 
in  the  classification  of  deaf-blind- 
ness. In  the  United  States  of  Amer- 
ica, there  is  a  widespread  willing- 
ness to  accept  a  definition  adopted 
by  the  National  Committee  for 
Deaf-Blind  Children.  According  to 
this  Committee  a  child  should  be 
classified  as  deaf-blind  if,  as  a  re- 
sult of  his  dual  handicaps,  he  can- 
not benefit  from  regular  programs 
for  the  deaf  or  the  blind.  Unless  a 
definition  of  this  scope  is  accepted, 
large  groups  of  children  are  in 
danger  of  falling  between  two 
schools  of  services:  those  for  the 
deaf,  and  those  for  the  blind. 
Neither  of  these  have  yet  developed 
skills  or  trained  personnel  to  handle 

the  special  problems  caused  by  a 
combination  of  visual  and  auditory 

The  Pre-School  Child 

Not  every  deaf-blind  child  was 
born  that  way  but  many  were.  Vic- 
tims of  maternal  Rubella  who  are 
making  up  an  increasing  percentage 
of  this  group  have  defects  which 
even  precede  birth.  While  only  a 
small  percentage  of  Rubella  chil- 
dren are  totally  blind,  or  totally 
deaf,  their  defects  create  barriers 
between  them  and  their  parents  and 
environment  which  are  serious 
enough  to  retard  normal  growth. 
Indeed,  if  special  practices  are  not 
adopted  during  the  pre-school 
years,  growth  can  be  brought  to  a 

The  importance  of  these  pre- 
school years  has  long  been  recog- 
nized by  educators  of  deaf  children. 
Various  services  are  available  in 
America  and  other  countries  to 
parents  of  deaf  infants.  The  John 

Chan   Poh    Lin   and   her  teacher,    Mr.   Leo    F.   Queenan   at   the   demonstration    by   deaf- 
blind  pupils  on  the  closing  nnorning  of  the  I.C.E.B.Y.  Conference. 


Tracy  Clinic  of  Los  Angeles,  Cal- 
ifornia, has  had  considerable  suc- 
cess with  its  Home  Study  Plan. 
With  the  consent  and  encourage- 
ment of  Mrs.  Spencer  Tracy,  this 
plan  is  currently  being  adapted  by 
Miss  Nan  Robbins  of  the  Perkins 
staff  for  use  with  deaf-blind  chil- 
dren. We  hope  that  by  January, 
1968,  this  material  will  be  available 
for  a  pilot  study  to  be  made  of  its 

This  is  only  one  step  in  the  right 
direction.  There  is  need  for  Home 
Visiting  on  a  continuing  basis  and 
for  the  establishment  of  clinics 
where  parents  can  bring  their 
children  for  short  visits  to  receive 
help  from  experienced  personnel. 
This,  in  turn,  points  out  the  need 
for  facilities  where  personnel  can 
be  trained.  Home  visitors  with  ex- 
perience in  this  special  field  are  very 
few  in  number.  Perkins  has  already 
taken  the  first  steps  to  provide  these 
services  and  train  personnel. 

Evaluation  of  Infants 

Almost  every  deaf-blind  infant 
in  America  is  subjected  to  some 
form  of  psychological  evaluation  by 
the  time  he  is  two  or  three  years 
old.  Often  this  is  attempted  by  the 
pediatrician,  the  ophthalmologist  or 
the  otologist.  The  average  pediatri- 
cian encounters  very  few  deaf- 
blind  children  in  his  career.  Never- 
theless, when  he  does  he  is  usually 
under  some  pressure  from  the  par- 
ents and  he  does  his  best  to  offer 
a  prognosis.  The  same  is  true  of 
ear  and  eye  specialists.  Frequently, 
their  diagnoses  are  gravely  on  the 
pessimistic  side  with  tragic  results. 

Psychological  evaluations  should 
be  carried  out  by  psychologists. 
Some  progress  has  been  made  at 
Perkins,  notably  by  Mrs.  Gertrude 
Stenquist,  to  develop  testing  tech- 
niques for  deaf-blind  children. 
While  these  are  far  from  infallible, 
they  seem  to  have  a  helpful  degree 

of  reliability.  The  immediate  need 
is  for  short-term  courses  for  train- 
ing practicing  psychologists  to 
carry  out  these  functions  in  their 
own  neighborhoods. 

The  Problem  of  Communication 

It  has  become  a  commonplace 
to  describe  the  problems  caused  by 
deaf-blindness  in  terms  of  com- 
munication. This  can  be  misleading 
unless  the  word  is  used  in  a  very 
broad  sense.  It  is  not  only  lan- 
guage development  which  deaf- 
blindness  inhibits,  but  many  other 
elements  of  child  growth  including 
perception,  motor  skills,  awareness 
of  one's  own  body,  relationships 
with  others  and  so  forth.  Experi- 
ence in  handling  these  problems  of 
retarded  growth  is  being  obtained, 
and  to  some  extent  has  been  re- 
corded both  in  print  and  on  film 
by  several  specialists,  ^^^o^k  on  th's 
problem  is  being  carried  out  inten- 
sively by  Miss  Nan  Robbms  of  the 
Perkins  staff.  In  the  Netherlands, 
Mr.  Jan  Van  Dijk,  who  is  in  charge 
of  the  Program  for  Deaf-Blind  at 
the  School  for  the  Deaf  at  Sint 
Michielsgestel,  is  doing  useful  pio- 
neering work. 

The  School  Years 

About  ninety  deaf-blind  children 
are  in  special  programs  located  in 
seven  schools  for  the  blind  in  the 
United  States  at  present.  Most  of 
these  are  between  the  ages  of  five 
and  nineteen.  Not  all  of  these  chil- 
dren have  the  benefit  of  teachers 
who  had  special  training,  and  the 
shortage  of  trained  teachers  and  of 
training  facilities  is  serious.  Vari- 
ous philosophies  exist  in  different 
schools  concerning  the  best  type  of 
communication  to  use  in  school.  It 
is  the  strong  conviction  of  those  at 
Perkins  that  it  is  even  more  impor- 
tant for  a  deaf-blind  person  than 
for  a  deaf  person  to  acquire  usable 


and  intelligible  speech,  but  not  all 
deaf-blind  children  seem  capable 
of  making  the  extremely  arduous 
effort  required. 

The  Social  Problem 

It  is  comparatively  easy  to  teach 
a  deaf-blind  child  the  traditional 
subjects  taught  in  school  and  to 
help  him  to  acquire  useful  manual 
skills.  The  problem  of  providing 
him  with  social  experience  is  more 

This  is  an  area  which,  to  some 
extent,  has  been  neglected  both  in 
America  and  elsewhere.  The  plac- 
ing of  a  deaf -blind  child  in  a  school 
for  the  blind  does  have  very  defi- 
nite advantages  in  this  regard  par- 
ticularly where,  as  at  Perkins,  the 
deaf-blind  children  live  in  the  same 
cottages  as  the  blind  ones.  Only  by 
constant  experience  with  other  chil- 
dren can  a  deaf-blind  child  become 
motivated  to  reach  out  to  the  world 
around  him  and  strive  to  become  a 
part  of  it.  It  is  well  known  that 
Miss  Helen  Keller  has  described 
the  deaf-blind  as  "the  loneliest  peo- 
ple on  earth."  Only  by  organized 
and  continuous  effort  on  the  part 
of  school  personnel  can  a  deaf- 
blind  boy  or  girl  be  brought  to  a 
stage  where  he  will  be  able  to  par- 
ticipate in  the  social  life  of  his 
family  and  his  community  with  any 
degree  of  success. 

Teacher  Training 

Reference  has  been  made  to  the 
need  for  teacher  training.  The  first 
such  program  to  be  established  was 
between  Perkins  and  Boston  Uni- 
versity in  1955.  In  1967,  two  other 
programs  are  getting  under  way; 
one  at  George  Peabody  College  for 
Teachers  in  Nashville,  Tennessee, 
and  the  other  at  San  Francisco 
State  Teachers  College.  These  three 
courses   are   wholly   inadequate    to 

meet  the  needs  of  deaf-blind  chil- 
dren in  the  years  immediately 
ahead.  The  current  Perkins  course 
is  now  given  in  cooperation  with 
Boston  College. 

Need  for  Research 

In  all  phases  of  the  program  for 
the  deaf-blind,  there  are  still  great 
gaps  of  ignorance.  Research  along 
many  lines  is  desirable.  As  far  as 
we  know.  Miss  Robbins  and  Mrs. 
Stenquist  of  the  Perkins  staff  are 
the  only  people  who  have  been 
employed  full  time  on  research  in 
the  problems  of  the  deaf-blind. 
They  need  many  associates  through- 
out the  country  and,  indeed,  over- 
seas if  the  needs  of  the  deaf-blind 
are  going  to  be  determined  within 
our  generation. 

Public  Education 

Finally  there  is,  of  course,  the 
problem  of  public  education.  The 
few  deaf-blind  persons  who  have 
become  successes  are  seriously 
handicapped  by  pubhc  ignorance 
of  their  ability  to  function  in  so- 
ciety and  as  employees.  The  mass 
media  and  literature  should  be 
used  to  the  fullest  extent  to  increase 
the  understanding  of  the  problems 
of  the  deaf-blind,  not  only  among 
the  public  at  large  but  among  such 
professional  persons  as  the  medical 
profession  and  the  universities  and 
the  social  service  agencies. 

The  future  for  the  deaf-blind  has 
never  looked  so  bright.  However, 
for  those  who  are  deaf-blind,  it 
still  must  be  considered  a  very 
gloomy  one.  The  fact  that  they  are 
so  few  makes  the  problem  all  the 
greater.  The  relative  smallness  of 
the  group  and  the  extreme  inten- 
sity of  their  problems  combine  to 
offer  a  challenge  probably  un- 
matched in  the  field  of  education. 


Bofh   Projects   began  their  tours  with   a   visit  to  the    Library  of  Congress   in   Washing- 
ton. D.  C. 


DURING  the  week  of  August  13 
to  20,  immediately  prior  to 
the  International  Conference  of 
Educators  of  Blind  Youth  on  the 
Perkins  Campus,  two  Leadership 
Projects  were  organized  by  the 
I.C.E.B.Y.  which  gave  an  oppor- 
tunity to  84  Educators  from  over- 
seas to  learn  something  about  work 
for  the  blind  in  various  parts  of  the 
United  States. 

These  Projects,  which  were  two  in 
number,  both  started  with  registra- 
tion at  the  Hotel  Willard,  in  Wash- 
ington, D.  C.  One  group  was  com- 
prised of  31  Administrators  from 
22  countries  including  such  distant 
lands  as  India,  Japan,  South  Africa, 
Uruguay,  and  Brazil. 

The  second  group  consisted  of 
53  Educators  from  29  overseas 
countries.  Included  among  theze 
were  delegates  from  South  Viet 
Nam,  Ethiopia,  Pakistan,  and 
Australia.  Each  group  was  accom- 
panied by  two  members  of  the  Per- 
kins Staff. 

Mr.  William  T.  Heisler,  Director 
of  Teacher  Training,  and  Mr. 
Julian  Green  of  our  Industrial 
Arts  Department  accompanied  the 
Educators;     while     our     Principal, 

Mr.  A.  Claude  EUis,  and  Mr.  Ken- 
neth Stuckey  of  the  Perkins  Li- 
brary escorted  the  Administrators. 

Both  groups  spent  Monday,  Au- 
gust 14,  as  guests  of  the  Library 
of  Congress.  The  program,  which 
had  been  organized  by  Mr.  Robert 
S.  Bray,  Chief  of  the  Department 
for  Blind  and  Physically  Handi- 
capped Readers,  included  a  visit  to 
the  main  buildings  of  the  Library 
of  Congress  where  they  were  ad- 
dressed by  L.  Quincy  Mumford, 
the  Librarian  of  Congress.  From 
there,  they  proceeded  to  the  new 
buildings  for  the  Department  for 
the  Blind  and  Physically  Handi- 
capped, located  in  a  different  sec- 
tion of  Washington. 

On  Tuesday,  this  group  attended 
a  meeting  at  the  Department  of 
Health,  Education  and  Welfare  or- 
ganized by  Dr.  Hyman  Goldstein, 
Associate  Director,  Division  of  Re- 
search, Children's  Bureau.  He  ad- 
dressed them  on  the  subject  of  how 
best  to  determine  the  number  of 
blind  persons  in  a  country's  popu- 
lation. In  the  afternoon,  both 
groups  were  the  guests  of  Miss 
Mary  Switzer,  Commissioner,  Vo- 
cational Rehabilitation  Administra- 


Members  of  one  of  the  two  Leadership 
Projects  visited  the  Touch  and  Learn 
Center  at  the  Overbrook  School  for  the 
Blind,  Philadelphia,  and  are  welconned 
by  the  Curator,  Elizabeth  Freund. 

On  Wednesday,  the  Administra- 
tors Group,  after  some  sightseeing 
were  luncheon  guests  of  Dr.  Leon- 
ard Elstad,  President  of  Gallaudet 
College,  the  only  college  for  deaf 
persons  in  the  world;  after  which 
they  flew  to  Louisville,  Kentucky, 
where  on  Thursday  they  were  the 
guests  of  Mr.  Finis  Davis,  Vice- 
President  and  General  Manager  of 
the  American  Printing  House  for 
the  Blind.  A  tour  of  the  printing 
house  facilities  was  followed  by  a 
luncheon.  In  the  evening,  the  group 
flew  to  New  York  City. 

On  Friday,  the  Administrators 
attended  an  all-day  session  as 
guests  of  the  National  Society  for 
the  Prevention  of  Blindness.  This 
program  was  organized  by  the 
Executive  Director,  Dr.  John  W. 

Saturday  W3s  free  for  sightsee- 
ing, and  on  Sunday  morning  the 
party  proceeded  by  bus  to  Water- 
town  in  time  for  registration  at  the 

THE  Educators'  Group  left  Wash- 
ington on  Tuesday  evening  for 
Philadelphia,  where  on  Wednes- 
day,   they    visited    the    Overbrook 

School  for  the  Blind.  The  Princi- 
pal, Mr.  David  W.  Olson,  had  ar- 
ranged for  them  to  see  the  school's 
facilities.  Afterwards,  the  group 
left  for  Morristown,  New  Jersey, 
where  they  spent  the  afternoon  and 
had  supper  at  the  new  plant  of  The 
Seeing  Eye,  as  guests  of  George 
Werntz,  the  Managing  Vice-Presi- 
dent. In  the  evening,  the  group 
visited  Camp  Marcella,  in  Rock- 
away,  New  Jersey,  where  facilities 
for  blind  children  are  provided 
during  the  summer  months.  A  pro- 
gram was  organized  by  Miss  Jose- 
phine Taylor,  Head  of  Educational 
Services  for  the  Blind  for  the  State 
of  New  Jersey. 

On  Thursday,  the  group  broke 
down  into  smaller  units  and  oppor- 
tunities were  given  to  them  to  see 
something  of  the  program  whereby 
blind  children  are  integrated  into 
the  public  schools.  This  program 
was  organized  by  Mr.  Joseph 
Kohn,  the  Executive  Director  of 
the  New  Jersey  Commission  for 
the  Blind. 

On  Friday  and  Saturday,  the 
Educators  joined  the  Administra- 
tors' Group  and  with  them  traveled 
to  Watertown  on  Sunday  morning 
in  time  to  register  for  the  Confer- 

Arrangements  for  these  projects 
were  made  by  the  American  Ex- 
press Company.  The  projects  were 
made  possible  by  the  cooperation 
of  a  large  number  of  agencies  in- 
cluding those  above,  and  had  finan- 
cial support  from,  among  other 
agencies,  the  Vocational  Rehabili- 
tation Administration. 

The  I.C.E.B.Y.  is  grateful  to  all 
concerned  for  their  hospitality  and 
assistance  which  provided  unique 
opportunities  for  these  men  and 
women  from  overseas  to  learn 
something  of  what  is  done  for 
blind  youth  here  in  the  United 



PERKINS  School  for  the  Blind  in  Watertown,  Massachusetts  opened  its 
doors  for  its  136th  year  of  service  to  Wind  and  deaf -blind  children 
September  5th  with  an  enrollment  of  299  pupils  of  whom  33  are  both 
deaf  and  blind. 

Included  among  new  students  are  three  from  overseas.  Nevzat  Adil,  a 
former  student  of  Robert  Academy  in  Istanbul,  Turkey,  whose  home  is 
in  Cyprus,  will  enter  the  Junior  Class.  Francisco  Miron  comes  from 
Guatemala  City  to  enter  the  Junior  High  School,  while  Nguyen  Thi 
Chien  from  Saigon  will  be  an  eighth  grader. 

Thi  Chien  will  join  two  of  her  former  schoolmates  who  came  to  Perkins 
in  1963  from  Saigon  under  the  sponsorship  of  Colonel  Robert  E.  Fur- 
man  who  at  that  time  was  a  "Green  Beret"  in  South  Vietnam.  These  two 
girls,  Anna  Nguyen  Thi  Kim  Lan  and  Therese  Le  Thi  Quang  have  made 
an  excellent  record  in  school  and  are  now  Sophomores  in  the  College 
Preparatory  Program. 

Nguyen  Thi  Chien  is  sponsored  by  the  United  States  Coast  Guard  in 
Vietnam,  headed  by  Captain  W.  N.  Banks.  Mrs.  Banks  has  been  look- 
ing after  Chien  since  her  arrival  in  American  recently. 

All  these  girls  obtained  their  elementary  education  in  Saigon  under 
Mrs.  Pho-Thi-Lang-Tai,  a  graduate  of  the  Perkins  Teacher-Training 
Class  of  1957,  who  returned  to  her  country  and  founded  a  school  for 
blind  girls,  the  first  school  for  blind  children  in  South  Vietnam. 


Participating  in  a  program  this  year  at  Perkins  are  thirty-seven  trainees 
enrolled  in  two  teacher-training  courses  given  in  cooperation  with  Boston 

Mr.  William  T.  Heisler,  Head  of  the  Department  of  Teacher-Training 
at  Perkins  announces  that  twenty-two  are  included  in  the  course  for 
teachers  of  the  blind  and  fifteen  in  the  course  for  training  teachers  of 
the  deaf-blind.  Among  these  enrollees  are  four  from  India,  two  from 
Australia,  two  from  Ghana  and  one  each  from  Germany,  Japan,  Malaysia 
and  Vietnam. 

Miss  Lieke  de  Leuw  is  an  Exchange  Teacher  this  year  from  the  School 
for  the  Deaf  in  Sint  Michielsgestel,  The  Netherlands,  where  good  pioneer- 
ing work  is  being  done  in  the  education  of  the  deaf-blind.  In  exchange, 
Perkins  has  sent  Mr.  Justin  Kelly,  an  experienced  teacher  from  the 
Department  for  the  Deaf-Blind. 





Founded  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



FOR  the  first  55  years  of  its  history,  namely  from  1832  to  1887,  chil- 
dren were  not  admitted  to  Perkins  School  for  the  Blind  until  the  age 
of  about  seven  or  nine.  In  that  latter  year,  however,  Michael  Anagnos 
established  what  is  believed  to  be  the  first  Kindergarten  for  the  Blind  in 
the  world,  and  located  it  in  Jamaica  Plain  some  miles  away  from  the 
parent  school  which  was  then  in  South  Boston.  Since  then,  we  have  ad- 
mitted children  from  the  age  of  five,  and  occasionally  even  from  four. 

When  the  retrolental  wave  broke,  it  became  apparent  that  parents  of 
pre-school  blind  children  were  needing  some  assistance.  Perkins  met 
this  to  some  degree  by  holding  a  number  of  summer  schools  for  parents 
and  their  children  in  which  the  Massachusetts  Commission  for  the  Blind 
and  the  Boston  Center  for  Blind  Children  cooperated.  However,  as  the 
number  of  pre-school  retrolentals  diminished  and  as  home  visiting  serv- 
ices by  State  authorities  in  New  England  improved,  the  need  for  this 
service  seemed  to  decline  and  this  was  abandoned  some  years  ago. 

There  have  been  reports  already  in  The  Lantern  of  the  rubella  wave 
which  swept  the  country  some  years  ago.  Some  of  the  affected  children 
are  now  in  their  third  year  of  life,  and  the  need  for  some  services  for 
parents  and  for  these  children  is  quite  great.  Studies  made  of  our  deaf- 
blind  children  in  recent  years  have  indicated  already  that  it  would  be  de- 
sirable to  reach  prospective  deaf-blind  pupils  as  early  as  possible.  It  is 
even  more  important  to  reach  deaf-blind  children  at  an  early  age  than 
the  blind.  Now  the  rubella  wave  is  bringing  us  urgent  requests  from  par- 
ents and  from  agencies  serving  them  for  some  assistance.  As  reported 


elsewhere  in  The  Lantern,  Perkins  is  moving  in  the  direction  of  offering 
some  assistance.  It  will,  indeed,  be  only  a  token  of  aid  in  view  of  the 
large  number  of  these  children,  but  it  is  hoped  that  it  can  serve  perhaps 
in  the  nature  of  a  pilot  project  and  it  will  bring  some  assistance  to  those 
parents  and  children  whom  it  can  serve  directly. 

This  new  chapter  in  the  history  of  the  school  is  opening  up  just  as  fast 
as  we  can  organize  the  program.  We  are  already  receiving  valuable 
assistance  from  the  Boston  Center  for  Blind  Children  whose  experience 
with  pre-school  blind  children  with  emotional  handicaps  is  invaluable. 



Edw^ard  J.  Waterhouse,  Director 

The  extension  of  services  to  deaf-blind  pre-school  children  requires  careful   planning. 
Staff  nnembers  involved  in  this  move  are  shown  here. 

L  to  R.  The  Director,  Nan  Robbins,  Ben  F.  Smith,  Elizabeth  Banta,  Carl  J.  Davis, 
K/lrs.  Gertrude  Stenquist  and  Mrs.  Rose  M.  Vivian.  Miss  Banta  has  recently  joined  the 
Perkins  faculty  and  will  co-ordinate  these  new  services. 


-%'  ^ 

:■■    „  V     ,  :^    .:^^  >^ 

'*!»  <tl 


At  the  opening  session,  John 
DiFrancesco  (Perkins  '39)  en- 
tertained. On  the  platform  also 
are  Stewart  E.  Armstrong,  Can- 
ada, Sra.  Dorina  Nowill,  Brasil, 
Douglas  C.  MacFarland  of  the 
U.  S.  Department  of  Heallh, 
Education,  and  Welfare,  K.  N. 
K.  Jussawala,  India,  the  Direc- 
tor, President  Augustus  Thorn- 
dike  and  Mr.  Eric  T.  Boulter, 
President  of  the  World  Council 
for   the    Welfare    of   the    Blind. 


The  Fourth  Quinquennial  Conference  of  the  International  Council 
of  Educators  of  Blind  Youth  met  at  Perkins  from  August  20th  to  26th. 
Present  were  277  educators  from  54  countries  who  following  the  con- 
ference returned  to  their  own  countries  to  put  into  practice  a  number 
of  lessons  learned  during  a  week  of  deliberations. 

During  this  week,  those  present  attended  Workshops  on  the  latest 
techniques  of  teaching  a  variety  of  subjects  to  the  blind.  They  also 
heard  a  report  on  the  latest  use  of  computers  in  the  United  States  in 
education  and  attended  a  demonstration  at  Massachusetts  Institute  of 
Technology  of  the  latest  technical  devices  for  work  with  the  blind. 
Finally,  they  witnessed  a  demonstration  of  work  by  deaf-blind  chil- 
dren enrolled  at  Perkins. 

Before  ending  its  sessions,  the  Council  voted  to  hold  its  1972  Con- 
ference in  Madrid,  Spain  as  guests  of  the  Spanish  National  Organiza- 
tion of  the  Blind. 

Instantaneous  translation  in  English,  German  and  Spanish  was  pro- 
vided by  professional  interpreters  in  booths  erected  at  the  rear  of 
Dwight  Hall. 



The  most  Impor+an+  work  of  the  Conference  was  done  In  nine  Work- 
shops dealing  principally  with  nnodern  methods  of  teaching. 



I.C.E.B.Y.  now  stands  for  "In- 
ternational Council  of  Educators 
of  Blind  Youth"  instead  of  "In- 
ternational Conference ". 

Above:  Workshop  "I" — Teaching 
of  Slow  Learners,  led  by  S.  O. 
Myers,  United  Kingdom  attracted 
so  many  delegates  that  it  was  split 
into  several  groups. 

Below:  Workshop  "B" — Daily  Liv- 
ing and  Physical  Activity  was  ener- 
getically led  by  Mr.  W.  J.  J. 
Kooyman  of  the  Netherlands. 


Workshop  "D" — Teaching  of  Numbers  was  led  by  Benjamin  F.  Smith,  Assistant  Di- 
rector of  Perkins.  Several  of  our  teachers  demonstrated  with  pupils  who  came  in  from 
their  homes  from  their  vacations. 

Among  Resolutions  adopted  by  the  Council  was  the  following: 

"In  view  of  the  increasing  numbers  of  multiply  handicapped 
blind  children,  the  l.C.E.B.Y.  urgently  calls  to  the  attention 
of  all  Governments  the  special  needs  of  these  children  and 
requests  this  assistance  in  meeting  these  needs  by  the  sup- 
port of  facilities  for  them.  In  some  countries  it  has  been 
demonstrated  that  most  valuable  results  can  be  achieved 
with  this  group  of  children." 



-•«%\     J 



Groups  of  all  sizes  from  all  over  the 
world  talked  together  between  sessions. 


During  the  I.C.E.B.Y.,  Chan  Poh  Lin  met 
with  the  two  representatives  from  her 
homeland.  Mrs.  Rosalind  Lim  is  the  Senior 
Teacher  at  the  Singapore  School  for  the 
Blind  and  Mr.  Ronald  Chandran-Dudley 
is  the  Administrator  of  the  Singapore  As- 
sociation for  the  Blind. 

Two  delegates  following  a  workshop  talk 
on  the  use  of  the  pocket  abacus  try  it  for 

I.C.E.B.Y.  OFFICERS  1967-1972 

The  following  ^ 

^ere  elected  in  Watertown: 

Chairman  of  the 

Executive  Committee 


Tore  Gissler,  Sweden 



1  Angel  Foz  Tena,  Spain 



Valdemar  Paaske,  Denmark 

Assistant  Secretaries 










.  Ana  Maria  Benard  da  Costa,  Portugal 

S.  Armstrong,  Canada 

D.  de  Gouvea  Nowill,  Brazil 

K.  N.  K.  Jussawala,  India 

M.  B.  Nnoma,  Ghana 

S.  O.  Myers,  United  Kingdom 

F.  Tonkovic,  Yugoslavia 

H.  Garbe,  Germany 


Above:  Mr.  George  Smith,  mathematics 
teacher  at  Saint  Paul's  School,  Concord, 
New  Hampshire  spoke  to  the  Conference 
about  the  Dartmouth  College  shared-time 
computer  program.  Before  the  I.C.E.B.Y. 
meets  again  in  Madrid  in  1972,  some 
schools  for  the  blind  may  well  be  partici- 
pating in  such  programs. 

Dr.  David  B.  Pitt,  Pediatrician  from  Chil- 
dren's Cottages,  Melbourne,  Australia  at- 
tends a  session  of  the  deaf-blind. 

Delegates  visited  M.I.T.  where  they  saw 
several  demonstrations  of  the  latest  tech- 
nical devices  for  work  with  the  blind. 


Mr.  Vahram  Kashmanian  of  New  Jersey 
talks  with  Mrs.  Nama  Keshav  Ajgaonkar, 
Superintendent  of  the  Dadar  School  for 
Blind  Girls  in  Bonnbay  beneath  the  por- 
trait of  Thomas  Handasyd  Perkins  for 
whom  the  school  is  named. 

The  museum  was  a  popular  place  for  ex- 
changing information  and  renewing  ac- 
quaintanceships during  the  coffee   breaks. 

Five  Americans  get  together  between  sessions — Miss  Eunice  Kenyon,  Director  of  the 
Boston  Center  for  Blind  Children,  Max  Woolley,  Superintendent  of  the  Arkansas 
School  for  the  Blind,  Dr.  M.  Robert  Barnett,  Executive  Director  of  the  American  Foun- 
dation for  the  Blind,  the  Director  of  Perkins  and  Harold  G.  Roberts,  Assistant  Director 
of  A.F.B. 


Mr.  Tore  Gissler,  Sweden,  is  tlie 
new  Chairman  of  the  I.C.E.B.Y. 
Executive  Comnnittee.  His  gavel, 
which  is  a  model  of  the  one  used 
by  the  United  States  Supreme 
Court,  was  made  for  him  by  Alan 
Dalton,  a  student  in  the  Perkins 
Industrial  Arts  Department. 

Mrs.  Jayne  B.  Spain  talks  at  the 
Convention  Banquet.  Mrs.  Spain 
was  awarded  a  Migel  Medal  in 
1966  for  her  demonstrations  of 
the  employability  of  blind 
workers  at  Industrial  Fairs  in 
various  countries  in  Eastern  Eu- 
rope and  North  Africa. 

Rev.  Thomas  J.  Carroll,  Execu- 
tive Director  of  the  Catholic 
Guild  for  All  the  Blind  gave 
the  Invocation  at  the  Conven- 
tion Banquet.  Here  he  greets 
friends  from  overseas. 


During  the  Conference  the  Anneri- 
can  Foundation  for  Overseas  Blind 
presented  Service  Awards  to  four 
outstanding  educators.  Shown  here 
with  Mr.  Eric  T.  Boulter,  the  Asso- 
ciate Director,  are  (L  to  R)  Mrs. 
Ana  Maria  Benard  da  Costa,  Por- 
tugal, Sra.  Dorina  de  Gouvea  Now- 
ill,  Brasil,  Mrs.  Dolores  M.  Pascual, 
Philippines,  and  Mrs.  Wadad  La- 
houd  of  Lebanon.  This  presentation 
took  place  at  a  dinner  given  by 
\he  American  Foundation  for  the 
Blind  and  the  American  Founda- 
tion for  Overseas  Blind  at  Hugo's 
Restaurant  in  Cohasset. 

Don  Angel  Foz  Tena,  who  will  be 
one  of  the  hosts  to  the  I.C.E.B.Y. 
in  Madrid  in  1972  receives  from 
\he  Director  of  Perkins  the  bell 
used  this  year  to  summon  delegates 
to  meetings. 

Each  year  the  students  at  Perkins 
raise  money  for  blind  children 
overseas.  Before  school  closed  in 
June,  the  Student  Councils  voted 
to  donate  a  Perkins  Brailler  as  a 
door  prize  at  the  Convention 
Banquet  to  a  school  in  Africa.  The 
winner  was  the  Pacelli  School  for 
Blind  Children  in  Lagos,  Nigeria. 
Here  Mrs.  Adeyola  David  receives 
the  Brailler  from  the  Student 
Council  Presidents,  Jo-Ann  King 
of  Adams,  Massachusetts,  and 
Donald  Deignan  of  Rumford, 
Rhode  Island. 



S.  O.  Myers  and  T.  G.  Tooze  of  England 
watch  Albert  Czub  test  a  Perkins  Brailler 
at  the  Howe  Press.  During  the  week  nnost 
of  the  conferees  visited  the  Howe  Press 
and  saw  Perkins  Braillers  being  made. 

At  the  Convention  Banquet,  Mr.  Harry  J. 
Friedman,  the  Manager  of  the  Howe 
Press,  presented  Mr.  Gissier  with  the 
40.000th  Perkins  Brailler  to  be  manufac- 


UNDER  this  title,  an  article  ap- 
pears in  the  Catholic  Digest 
for  July,  1967  by  Beverly  E.  Lind- 
sey  concerning  Lieutenant  Colonel 
Robert  E.  Furman. 

Colonel  Furman  is  the  Green 
Beret  who  was  instrumental  in 
bringing  Nguyen  Thi  Kim  Lan  and 
Le  Thi  Quang  to  Perkins  from  Sai- 
gon. Anna  and  Teresa,  as  the  two 
girls  are  known,  were  students  in 
the  School  for  Blind  Girls  in  the 
Cholon  sector  of  Saigon  established 
by  Mrs.  Maria  Tuien  Pho  Thi  Lang 
Tai,  a  member  of  our  Teacher- 
Training  Course  of  1956-57. 

The  article  speaks  of  Colonel 
Furman's  sponsorship,  not  only  of 
these  two  girls,  but  of  a  number  of 
other  youngsters  from  the  Philip- 
pines and  Korea. 



MR.  Joel  R.  Hoff  has  accepted 
an  appointment  as  Principal 
of  the  unit  for  deaf  pupils  at  the 
Florida  School  for  the  Deaf  and 
Bhnd  in  St.  Augustine.  Mr.  Hoff 
received  this  appointment  from 
Mr.  William  J.  McClure,  the  newly 
appointed  President  of  the  school, 
under  whom  Mr.  Hoff  served  at 
the  Indiana  School  for  the  Deaf 
prior  to  coming  to  Perkins. 

Mr.  Hoff  became  Head  of  the 
Department  for  Deaf-Blind  Chil- 
dren at  Perkins  in  May,  1962. 
Among  his  responsibilities  was  the 
direction  of  the  graduate  level  pro- 
gram for  training  teachers  of  deaf- 
blind  children  given  jointly  by  Per- 
kins and  Boston  University  until 
1966.  In  September  of  that  year, 
the  program  was  transferred  to 
Boston  College. 

Mr.  Hoff  was  one  of  the  Perkins 
Representatives  at  two  Interna- 
tional Workshops  on  the  Education 
of  the  Deaf-Blind;  one  in  1962  at 
Condover  School  for  Blind  Chil- 
dren near  Shrewsbury,  England, 
and  the  other  at  a  School  for  the 
Blind  in  Refsnes,  Denmark,  in 

During  their  five  years  at  Per- 
kins, the  Hoff  family  have  made 
many  friends  all  of  whom  extend 
their  very  best  wishes  to  them  in 
the  new  life  which  they  are  taking 
up  in  Florida. 


A  Circus  is  synonymous  with  activity,  hilarity  and  color. 
When  every  participant  is  deaf  and  blind,  one  might  expect  less  of 
all  these. 

Not  so  at  the  Circus  of  the  Deaf-Blind  Department  at  Perkins  last  May 
which  included  fourteen  Acts,  to  say  nothing  of  a  Fortune  Teller.  The 
Program  is  worthy  of  publication. 


May,  1967 


Elizabeth  McClellan 
Timmy  Gilchrist 
Eldon  Schoenfish 


Tim  Hannah 
Leslie  Fawcett 


Debbie  Brummett 
Cindy  West 


Terri  Curnutt 
Johnny  Clancy 


Sharon  Daniels 


Patty  Anderson 
Robie  Hughs 


Debbie  St.  John 
Dottie  McCrohan 


Vickie  Ballard 
Angle  Babbs 


Stevie  Merschman 
Rayvon  Thompson 
Laurie  Arnspiger 
Linda  Parkhurst 


Cay  Amato 


Barbara  Surritte 

Richie   Kastner 


Stevie  Rakes 
Ronnie  Jerram 
Sheila  Leach 


Fred  Yingling 

Extra  Attractions: 

A.  Ticket  Seller — Willy  Jimenez 

B.  Fortune  Teller — Sherry  Helgason 

C.  Booths 
































Student  Council  Meeting— Director's  Office 

Religious  Retreats  for  Upper  School  Pupils 

Columbus  Day 

Playday  at  BaJavia,  New  York 

Sports  Car  Rally  Race— Wakefield 

Parent-Teachers  Joint  Meeting— Dwight  Hall       8:30  p.m. 

Executive  Committee  Meeting 

Radio  Club  Hamfest 

Senior  High  Halloween  Dance 

Junior  High  Halloween  Party 

Lower  School  Halloween  Parties 


6  Mon. 
















Corporation    Luncheon— Hailowell    House  1:00  p.m. 

Annual  Meeting  of  Corporation— Staff 

Lounge  2:00  p.m. 


Student   Council   Meeting— Director's   Office      4:30  p.m. 


Bradlee  and  Anagnos  Cottages  Oper> 


5  Tues. 

13  Wed. 

14  Thurs. 

15  Fri. 







Student  Council  Meeting— Director's  Office  4:30  p.m. 
Lower  School  Christmas  Parties 

First  Public  Concert— Dwight  Hall  8:00  p.m. 

Executive  Committee  Meeting  10:00  a.m. 

Trustees  Meeting  1 1 :00  a.m. 

Second  Public  Concert— Dwight  Hall  3:30  p.m. 

Annual  Music  Dept.  Tea— Hallowed  House  5:00  p.m. 

Upper  School  Christmas  Party— Dwight  Hall  7:00  p.m. 

Final  Assembly  10:30  a.m. 
School  Closes  at  Noon 

Final  CONCERT-Dwight  Hall  8:00  p.m. 
Glover  and  Potter  Cottages  Open 
Offices  and  Library  Close  at  Noon 








Pupils  Return 

Offices  and  Library  Reopen 






Vol.  XXXVII,  No.  2 
DECEMBER   1967 




The  NASA  Space  Exhibit  "Enlightenment 
for  the  Blind"  was  made  available  to  the 
I.C.E.B.Y.  at  Perkins  in  August  1967  and 
to  our  pupils  on  their  return  to  school  in 

Photographs    by:    Lewis    Huffman,    Kenneth    Stukey, 
Claude  E.  Maclntire,  and  Robert  M.  Campbell. 






Pupils  Return 






Scholastic  Aptitude  Tests 



Scholastic  Aptitude  Tests 




Winter  Dance— Dwight  Holl                                         8:30  p.m. 



Winter  Recess  Begins  at  Noon 
Fisher  and  Eliot  Cottages  Open 





1  and 


Eastern  Athletic  Association  for  the  Blind 



Wrestling  Tournament  at  Maryland  School  for  the  Blind 



Perkins  Athletic  Association  Banquet 






Perkins  Athletic  Association  Dance 



Annual  Luncheon  for  Parents                                     12:30  p.m. 
Annual  OPEN  HOUSE                                    2:30  to  4:30  p.m. 




EASTER  VACATION  Begins  at  Noon 
May  and  Bridgman  Cottages  Open 



Pupils  Return 




26  and 




Annual  Music  Festival  at  Perkins 




DURING  the  past  several  years  our 
overseas  students  at  Perkins 
have  been  the  focus  of  school-wide 
attention  during  what  is  known  as 
"International  Week."  This  has 
been  an  event  held  in  the  late  Fall 
for  the  purpose  of  providing  our 
American  students  and  staff  with  an 
opportunity  to  become  better  ac- 
quainted with  the  overseas  students 
as  well  as  to  learn  something  about 
their  native  lands. 

This  year's  International  Week 
was  held  during  the  first  week  of 
November.  Highlights  of  its  ob- 
servance included  the  setting  up  of 
special  booth  displays;  an  evening 
program  featuring  national  dances, 
singing  and  story  telling;  an  "In- 
ternational Tea"  held  in  the  twelve 
Perkins  cottages;  a  special  assembly 
program  in  the  Lower  School;  and 
a  series  of  short  talks  given  in 
morning  chapel  periods  by  the  over- 
seas students. 

The  special  booth  displays,  which 
were  located  in  the  central  museum 
area  of  the  school,  contained  many 
interesting  and  beautiful  items  in- 
digenous to  the  countries  repre- 
sented. Included  were  beautiful 
items  of  sandalwood  and  brass  from 
India,  national  dress  from  Ghana 
and  Vietnam,  a  model  of  a  giant 
land  reclamation  program  from  The 
Netherlands,  special  Christmas  and 
holiday  items  from  Germany,  a 
mounted  kangaroo  and  aboriginal 
articles  from  Australia,  a  miniature 

English  manor  house,  Guatemalan 
and  Brazilian  weaving,  and  a  large 
statue  of  Buddha  in  the  Malaysian 
exhibit.  National  flags  of  all  nations, 
including  Canada  which  shared  the 
English  booth,  were  likewise  on  dis- 
play. Teachers  brought  their  classes 
to  visit  these  booths  during  the 
week  and  overseas  students  were  on 
hand  to  describe  the  exhibits  and 
answer  questions. 

The  evening  program,  which  was 
presented  by  the  overseas  group,  in- 
cluded quite  a  number  of  the 
American  pupils  who  participated 
in  presenting  several  of  the  national 
dances  and  songs.  An  underlying 
theme,  "Holidays  in  Other  Lands," 
was  followed  in  planning  both  the 
evening  program  and  the  daily 
chapel  talks. 

As  mentioned  earlier,  an  "Inter- 
national Tea"  was  given  during  the 
latter  part  of  the  week.  This  con- 
sisted of  a  different  national  meal 
served  in  each  of  the  twelve  Perkins 
cottages.  In  some  cottages  a  buffet 
style  of  serving  added  to  the  at- 
mosphere of  the  occasion,  while  in 
others  there  was  national  music  or 
other  informal  entertainment. 

The  success  of  International 
Week  stemmed  from  the  close  co- 
operation between  many  individ- 
uals, including  the  students  them- 
selves and  many  members  of  the 
Perkins  staff.  We  believe  it  is  a 
custom  worth  continuing. 

W.  T.  Heisler 

One  of  the  most  ambitious 
exhibits  ever  made 
especially  for  the  blind 
persons  is  the  National 
Aeronautics  and  Space 
"Enlightenment  for  the 
Blind"  program.  This  was 
displayed  at  Perkins  in 
August  and  September  1967 

Susan  Hancock  examines  a 

A  group  of  pupils  examine 
models  while  listening  to  a 
description  on  one  of  the 
sound  tracks. 

Leonid  Milius  at  the  Dwight  Hall  Organ 


AN  ORGAN  RECITAL  was  givcn  in 
Dwight  Hall  on  the  evening  of 
Tuesday,  October  24th  by  Mr. 
Leonid  Milius  of  the  faculty.  Mr. 
Milius  is  a  distinguished  Estonian 
pianist  and  organist  who  began  his 
musical  career  at  a  very  early  age. 
He  was  enrolled  at  the  age  of  seven 
in  the  local  music  school  and  pro- 
ceeded to  Tartu  University  and  the 
Tallinn  Conservatory  of  Music 
where  he  obtained  his  diploma  and 
the  Artists  Certificate.  Forced  by 
the  war  to  leave  his  country,  he 
practiced  music  for  some  years  in 
Sweden  and  finally  came  to  the 
United  States  where  he  joined  the 
Perkins    Music    Faculty    in    1955. 

Since  that  time  he  has  accompanied 
the  Chorus  on  the  Organ  at  all  our 
Christmas  Concerts. 

The  Organ  in  Dwight  Hall  is  a 
Skinner  Four  Manual  instrument 
which  was  presented  to  the  school 
by  the  Alumni  on  the  occasion  of 
its  100th  Anniversary  in  193L  This 
organ  is  currently  being  expanded 
with  the  addition  of  stops,  improv- 
ing it  in  clarity,  power  and  brilliancy. 

Mr.  Milius's  Program  included 
"Ten  Pictures  at  an  Exhibition"  by 
Moussorgsky  which  were  originally 
written  for  the  piano  and  adapted 
for  the  first  time  for  the  organ  by 
Mr.  Milius. 

The  Bursar  and  the  Bursar-elect 

MR.  J.  Stephenson  Hemphill,  our  Bursar  since  March   1938,   an- 
nounced his  desire  to  retire  in  August  1968.  Mr.  Donald  F.  Baum- 
gartner  has  joined  the  staff  as  Bursar  Elect. 

Mr.  Baumgartner,  who  has  quite  a  distinguished  career  in  the  United 
States  Navy,  will  take  over  from  Mr.  Hemphill  next  summer.  In  the  mean- 
time he  is  studying  carefully  all  the  complications  of  a  diverse  operation  at 


Perkins  takes  increasing  advan- 
tage of  the  services  generously  pro- 
vided by  volunteers.  Most  of  them 
read  to  our  high  school  pupils  dur- 
ing the  evenings,  but  others  are 
used  on  playgrounds  and  to  help  in 
social  programs.  The  readers  are 
important,  not  only  because  there 
is  a  lack  of  needed  text  books  in 
braille,  particularly  supplementary 
literature,  but  because  reading 
braille  is  a  slow  process.  Rather 
than  use  tapes  and  records  which 
are,  unfortunately,  very  impersonal, 
our  pupils  gain  the  advantage  of 
rich  personal  contacts. 

An  interesting  change  in  recent 
years  is  notable.  While  hitherto  we 
relied  almost  exclusively  on  men 
and  women  of  middle  years,  most 
of  our  volunteers  now  are  service- 
minded  college  students.  A  consid- 
erable number  of  them  come  from 
Wellesley  College.  We  still  make 
use  of  the  invaluable  older  group 

but  are  happy  to  have  the  addition 
of  these  younger  ones. 

On  November  6th,  we  invited 
the  volunteers  to  an  evening's  enter- 
tainment as  a  small  expression  of 
our  thanks.  The  Glee  Club  led  by 
Paul  L.  Bauguss,  Director  of  Music, 
sang  numbers  by  Hoist  and  Per- 
sichetti.  The  volunteers  joined  them 
in  fun-singing  led  by  Mrs.  Judith 
Bevans  of  our  Music  Department 
and  accompanied  by  a  mixed  group 
of  instruments. 

A  film  was  also  shown  entitled, 
"Looking  into  Darkness".  This  was 
made  by  the  Royal  Commonwealth 
Society  for  the  Blind  of  London  and 
showed  the  beginnings  of  services 
to  the  blind  in  Malawi. 

Mr.  John  D.  Goss,  a  graduate  of 
last  year's  Teacher-Training  Pro- 
gram who  joined  our  staff  in  Sep- 
tember to  co-ordinate  social  activi- 
ties is  also  our  Co-ordinator  of 
Volunteer  Services. 


ON  September  19th,  Dr.  and 
Mrs.  Waterhouse  attended  a 
Testimonial  Dinner  at  the  Sheraton 
Park  Hotel  in  Washington,  D.  C. 
in  honor  of  Miss  Mary  E.  Switzer, 
recently  appointed  to  Head  the 
Social  and  Rehabilitation  Services 
in  the  Department  of  Health,  Edu- 
cation and  Welfare. 

The  reorganization  of  the  de- 
partment combined  into  one  section 
a  number  of  Rehabilitation  Services 
including  the  Vocational  Rehabili- 
tation Administration  which  Miss 
Switzer  had  headed  so  ably  for 
many  years.  Included  in  the  new 
section  are  Services  for  Children 
and  the  Aged. 

Several  hundred  persons  came  to 
the  dinner  to  honor  Miss  Switzer 
including  officials  of  the  Depart- 
ment of  Health,  Education  and  Wel- 
fare and  several  Senators  and  Con- 

Miss  Switzer,  who  was  born  in 
Washington,  D.  C.  and  was  edu- 
cated at  Radcliffe  College,  has  been 
a  close  friend  of  Perkins  School  for 
the  Blind  for  a  number  of  years. 
She  was  the  Commencement 
Speaker  in  June  for  the  Class  of 


As  PART  of  the  observance  of 
.  Massachusetts  Employ  the  Hand- 
icapped Week,  Governor  John  A. 
Volpe  presented  citations  to  com- 
panies with  outstanding  records  as 
employers  of  handicapped  men  and 

Governor  Volpe  also  presented  a 
Citation  to  Mr.  Leo  F.  Queenan  of 
the  Perkins  Faculty  as  Handicapped 
Man  of  the  Year.  Mr.  Queenan, 
whose  home  is  in  Roxbury,  Massa- 
chusetts, was  graduated  from  Per- 
kins in  1936  and  has  been  a  member 
of  the  Department  for  Deaf-Blind 
Children  since  1944.  In  1966, 
he  was  one  of  six  teachers  of  deaf- 

blind  children  to  receive  an  Anne 
Sullivan  Memorial  Award  given  on 
the  one  hundredth  anniversary  of 
Anne  Sullivan's  birth. 

A  number  of  the  Perkins  faculty 
accompanied  Mr.  Queenan  to  the 
State  House  in  Boston  when  he 
received  his  citation. 


The  Annual  Meeting  of  the  Cor- 
poration of  Perkins  School  for  the 
Blind  was  held  as  required  by  law 
on  the  first  Monday  in  November. 

About  thirty  members  of  the 
Corporation  were  present  at  a 
luncheon  given  at  the  Director's 
Cottage  prior  to  the  meeting. 

The  following  Officers  and  Trus- 
tees were  appointed  for  the  year 
1967  to  1968. 


Augustus  Thorndike,  M.D., 

Samuel  Cabot,  Jr.,  Vice 

Ralph  B.  Williams,  Treasurer 


John  W.  Bryant 

Mrs.  David  B.  Arnold,  Jr. 

David  Cheever 

Robert  H.  Hallowell,  Jr. 

Mrs.  Frederick  J.  Leviseur 

John  Lowell 

Warren  Motley 

Richard  Saltonstall 


The  January  1968  issue  of  the 
Perkins  Newsletter  will  list  no 
fewer  than  seventy-eight  Perkins 
graduates  and  former  students 
currently  enrolled  in  Colleges 
and  Universities. 

This  Newsletter  which  deals 
exclusively  with  items  concern- 
ing Perkins  pupils  and  staff,  both 
present  and  former,  is  available  in 
the  mimeographed  form  free  of 
charge  upon  request  from  the 
Director.  It  is  also  available  in 
Grade  2  Braille. 




FouNDHi)  1829 

A  private  school  for  blind  and  deaf-blind  girls  and  boys 

A  member  since  1947 

The  New  l^'ngland  Association  of  C\)lleges  and 

Secondary  vSchooIs 



I  iMis  I  iMi  wc  arc  icaily  to  close  the  hooks  on  the  Fourth  Conference 
ol  the  inlcrnalional  Council  of  Fciucatois  o{  Rliiul  Youth  which  was 
held  at  Perkins  three  months  ago.  We  are  now  suhniitting  the  text  of  the 
Ollicial  Proceeilings  to  our  printer  and  are  (iling  away  the  final  papers. 
it  is  perhaps  a  \^ooi.\  time  to  take  slock  ol  what  the  Conference  ai-)parently 

Very  many  letters  have  come  Irom  j^articipanls  all  over  the  world  ex- 
pressing their  feelings  about  (he  program  and  a  lew  ol  these  letters  are 
still  hickling  in  as  people  reach  their  distanl   homes  alter  extended  tours. 

Our  coiiespondents  have  made  it  quite  clear  Ihal  they  have  found  the 
(\)nrerence  pleasant  and  what  is  far  more  important  that  they  found  it  of 
great  value  lo  them  in  (heir  work. 

As  we  came  to  prepare  the  Proceedings,  we  reali/ed  how  much  we  all 
owe  to  the  Workshop  I  eatlers  and  their  Assistants  who  prepared 
material  lor  our  benefit.  Ihe  amount  of  work  which  went  into  the  prepa- 
ration o\  papers  ami  the  collecting  o{  exhibits  aiul  to  their  use  during  the 
Conference  itself  was  truly  colossal. 

Perbaj'^s  the  people  who  gained  most  from  the  Conference  were  the 
Perkins  Staff.  Ihe  teachers  who  found  time  [o  attend  the  Workshops  re- 
port valuable  gains  as  owe  would  expect,  but  the  opportunities  so  many  o{ 
us  had  for  meeting  our  overseas  associates  are  what  stand  out  most  clearly 
in  o\\\  miiuls. 


We  all  share  a  tendency  to  see  our  own  schools  as  little  islands  isolated 
from  all  others.  We  now  have  a  better  perspective  of  ourselves  as  a 
part  of  something  far  greater  and  of  a  movement  undergoing  drastic 
changes  to  keep  abreast  of  a  fast  moving  world. 

This  is  being  written  during  Thanksgiving  Week,  the  season  when 
Americans  take  a  brief  rest  in  which  to  remember  their  manifold  blessings. 
Those  of  us  at  Perkins  can  certainly  look  back  on  the  International  Con- 
ference as  one  of  these  blessings.  It  brought  an  enrichment  to  Us  which 
was  unique. 

It  is,  we  think,  noteworthy  that  not  a  single  request  for  assistance  whether 
in  planning  the  Workshops  or  in  helping  to  organize  and  carry  out  the 
Leadership  Projects,  or  any  one  of  a  wide  variety  of  other  requests  was 
turned  down  either  by  people  here  in  the  United  States  or  overseas.  With- 
out this  assistance,  the  Conference  would  have  been  poorer,  and  perhaps 
might  never  have  taken  place.  For  this  spirit  of  cooperation  in  our  field, 
we  have  reason  to  give  thanks. 


Edward  J.  Waterhouse,  Director 


SEPTEMBER   Nth- 1 5th 

Miss  Shirley  Wafkinson,  medical  laboratory  technician  at  the  South  African 
Institute  tor  Medical  Research  in  Johannesburg  is  also  a  leader  in  the  Colored 
and  Indian  Blind  Welfare  Association  in  that  city. 

OCTOBER   1 0th 

Mr.  Eisuke  Suzuki  who  is  the  Principal  of  the  Yannagata  School  for  the 
Blind  Japan  was  a  member  of  a  Japanese  Survey  Team  on  Educational  Affairs 
sent  to  America  by  the  Japanese  Ministry  of  Education. 

OCTOBER   1 6th- 1 9th 

Miss  Joan  Simms  was  on  a  world  tour  as  Rural  Youth  "Star"  Award  Winner 
of  1966  in  Australia.  Miss  Simms  teaches  Home  Economics  in  an  Australian 
High  School  and  was  interested  in  learning  how  her  subject  is  taught  to  blind 
girls  at  Perkins. 

OCTOBER   I9th-2lst 

Dr.  Moya  C.  Tyson  is  a  psychologist  at  the  Hearing  Clinic  in  Hounslow, 
London  which  includes  a  small  Deaf-Blind  Unit.  She  came  to  America  on  a 
Churchill  Fellowship. 


Mr.  G.  R.  Adams,  a  Churchill  Fellow  from  Sheffield,  England  is  an  architect 
whose  firm  builds  many  schools  Including  some  for  handicapped  children. 


Mr.  Smi+hdas,  Mr.  Lehman,  Mrs.  Spencer  Tracy  and  +he  Director 

On  route  to  Japan  in  November  accompanied  by  Robert  Smithdas  and  his 
Secretary  Herbert  Lehman  the  Director  visited  the  John  Tracy  CUnic  in 
Los  Angeles.  Perkins  is  cooperating  with  the  Chnic  in  developing  a  Home 
Study  Course  for  parents  of  pre-school  deaf -blind  children. 

The  Director  with   Dr.   Edgar   Lowell   in   a   classroom   where   parents   are  shown   how  to 
teach  their  pre-school  children  to  speak. 



ON  October  21,  1967,  six  scouts 
and  two  assistant  scoutmasters 
from  Perkins  Troop  225  attended 
a  Boy  Scout  Camporee  held  at 
Camp  Bel  Air  near  Baltimore, 
Maryland.  This  camporee  is  held 
annually  for  the  troops  from  the 
six  schools  for  the  blind  in  the 
Northeast.  The  sponsor  of  this  year's 
camporee  was  Troop  710  from  The 
Maryland  School.  On  the  trip 
down,  a  side  visit  was  made  to  the 
National  Boy  Scout  Headquarters 
and  Museum  on  Scouting  in  New 
Brunswick,  New  Jersey. 

On  Saturday  morning,  ninety-six 
scouts  were  taken  by  their  host 
scouts  to  see  historic  Fort  Mc- 
Henry  which  inspired  Francis  Scott 
Keyes  to  write  the  National  Anthem. 

In  the  afternoon,  a  troop  com- 
petition was  held  in  first  aid,  measur- 
ing, nature,  knife  and  axe,  tent 
pitching,  signaling  and  firebuilding. 

That  night,  the  camporee  came 
to  an  end  with  a  campfire  at  which 
awards  were  presented.  Our  troop 
was  thrilled  to  have  gained  486 
points  out  of  600  giving  them 
second  place.  This  was  a  great 
climax  to  a  wonderful  weekend  of 
fellowship  with  scouts  from  other 


Perkins  scouts  who  attended  were 
Daniel  Tucker,  Richard  Sawyer, 
Mark  Blier,  Dennis  Polselli,  Joseph 
Pollack  and  Gerard  Doody;  assist- 
ant scoutmasters  Daniel  Nagengast 
and  Kenneth  Stuckey. 

K.  Stuckey 

Boy  Scout  Camporee  at  Camp  Bel  Air,  Md. 



■fi    V 


OCTOBER  20-22ND,  1967  was  a 
big  weekend  for  blind  pupils 
interested  in  amateur  radio  as  the 
first  Electronic  Convention  was  held 
at  the  New  York  Institute  for  the 
Education  of  the  Blind.  Representa- 
tives from  all  the  schools  for  the 
blind  in  the  Eastern  Region  were 
present.  Pupils  from  Maryland, 
Overbrook,  Western  Pennsylvania, 
Oak  Hill,  Batavia,  New  York  In- 
stitute and  Perkins  arrived  at  the  In- 
stitute Friday  evening  to  begin  a 
most  interesting  program  of  talks, 
panel  discussions,  demonstrations 
and  exhibits. 

The   entire   program   was   under 
the    excellent    leadership    of    Mr. 

Robert  Gunderson  of  the  Institute. 
Mr.  Gunderson  is  well  known  in  the 
field  of  electronics,  through  his 
many  contributions  to  the  blind  in 
the  form  of  electronic  instruction, 
development  of  devices  for  the  blind 
and  as  Editor  for  the  Braille  Tech- 
nical Press.  The  Convention  wit- 
nessed demonstrations  of  microwave 
propagation.  Laser  beam  communi- 
cation experiments,  antenna  demon- 
strations of  phasing,  developments 
pertaining  to  the  braille  teletype 
machine,  discussions  on  the  new 
incentive  licensing  by  a  member  of 
the  American  Radio  Relay  League 
and  a  demonstration  and  discussion 
of  auditory  measuring  devices  for 


In  the  radio  shack  In  the  basement  of 
Bridgman  Cottage,  the  Perkins  Boys'  Radio 
Club  get  in  touch  with  a  distant  listener. 
Shown  are:  Top:  Roger  Cicchese,  Bruce 
Alexander,  Paul  Burkhardt,  Michael  Silver, 
Bottom:  Douglas  Richards,  Alan  Dalton. 
Missing  from  the  picture:  Gary  Anderson. 
(N.B.  A  girls'  radio  club  is  being  organ- 

the  blind  which  was  given  by  Mr. 
James  Swail  of  the  National  Re- 
search Council  of  Canada. 

There  were  also  many  exhibits 
of  equipment  after  the  banquet 
Saturday,  in  addition  to  many  prizes 
for  the  boys  (and  one  girl).  Mr. 
Gunderson  seemed  to  have  some- 
thing for  everyone  in  the  way  of 
radios,  parts,  speakers,  trans- 
formers, etc.  so  that  the  Perkins 
contingent  came  back  heavily  laden 
with  equipment. 

Those  from  Perkins  were  Alan 
Dalton,  Roger  Cicchese,  Bruce 
Alexander,  Michael  Silver,  Paul 
Burkhardt,  Gary  Anderson  and 
Douglas  Richards  from  the  Perkins 
Radio  Club,  and  Mr.  Richard 
Gonyea,  Volunteer  Instructor  and 
Mr.  Paul  Bauguss,  Faculty  Advisor 

were  in  charge  of  the  group.  It  is 
hoped  that  the  second  such  event 
will  be  held  at  Perkins  in  October 
of  1968. 

P.  L.  Bauguss 


Perkins  has  had  an  Honor  Roll 
for  each  marking  period  in  the 
school  year  for  some  time.  A 
change  was  made  at  the  request  of 
the  faculty  this  fall  by  extending  the 
Honor  Roll  to  include  students  in 
the  Junior  High  grades. 

Those  who  earned  placement  on 
the  Honor  Roll  for  the  first  marking 
period  of  1967-1968  are  as  follows: 
Marda  Anderson,  Anne  Archam- 
bault,  Janice  Burke,  Carolyn  Cassil, 
Poh  Lin  Chan,  Carol  Crowley, 
Donald  Deignan,  William  Fischer, 
Susan  Jones,  Jo-Ann  King,  Michael 
Martino,  Judith  Perron,  Sandra 
Schoenemann,  James  Turner  and 
Laura  Woolf . 

In  addition  to  these,  Diane  Casey 
of  the  Junior  High  School  earned 
this  distinction,  the  first  Perkins 
pupil  to  do  so. 



Jean  Harbberts 

Junior  High 

Joyce  Wood 

Brooks  Cottage 

Sandra  Mountain 

Fisher  Cottage 

Judith  Graham 

May  Cottage 

Jo-Ann  King 

Girls'  President 

Gerard  Doody 

Junior  High 

Brian  Margie 

Bridgman  Cottage 

Mark  Remaly 

Eliot  Cottage 

Richard  Briggs 

Moulton  Cottage 

Paul  Nadeau 

Tompkins  Cottage 

Donald  Deignan 

Boys'  President 


One  of  the  most  Imaginative  programs  for  educating  deaf-blind  children  is  housed 
in  this  recently  erected  building  at  the  School  for  the  Deaf,  Sint  Michielsgestel,  The 
Netherlands.  This  is  headed  by  Mr.  Jan  Van  Dijk  (left)  shown  with  the  Director  and 
Mr.  Edward  L.  Diehl,  architect  on  a  recent  visit.  Mr.  Diehl,  who  designed  the  Perkins 
Research  Library  is  working  on  plans  for  new  buildings  to  house  an  expanded  program 
for  deaf-blind  children  at  Perkins.  Not  shown  in  the  picture  is  Claude  E.  Maclntyre, 
Superintendent  of  Maintenance  and  Donald  F.  Baumgartner,  Bursar-elect. 


IN  PREPARATION  foF  cxpansion  of 
our  educational  facilities  for 
deaf-blind  children,  three  of  the 
Perkins  Staff,  accompanied  by 
Architect  Edward  L.  Diehl  of  Cam- 
bridge, Massachusetts  traveled  to 
Europe  in  late  September. 

The  chief  object  of  observation 
was  the  Department  for  Deaf-Blind 
Children  recently  constructed  at  the 
School  for  the  Deaf  in  Sint 
Michaelsgestel,  Holland.  This  very 
modern,  and  in  some  respects  revo- 
lutionary, building  houses  a  program 
directed  by  Mr.  Jan  van  Dijk,  a 
graduate  of  the  1964  Perkins  Pro- 
gram for  training  teachers  of  the 

A  visit  was  also  paid  to  Con- 
dover  Hall  School  near  Shrewsbury, 
England.  Condover  Hall,  whose 
Headmaster  is  Mr.  S.  O.  Myers,  is  a 

school  for  blind  children  with  ad- 
ditional handicaps.  It  includes  a 
special  department  called  Pathways 
for  deaf-blind  children.  This  is 
headed  by  Miss  Joan  Shields  who 
studied  at  Perkins  some  sixteen  or 
seventeen  years  ago.  This  school 
also  is  planning  to  expand  its  fa- 
cilities and  the  architect's  drawings 
which  Mr.  Myers  showed  to  the 
group  were  of  keen  interest  to  them. 
Other  members  of  the  group  were 
the  Director,  Mr.  Claude  E.  Mac- 
lntyre, Superintendent  of  Buildings 
and  Grounds  and  Mr.  Donald  F. 
Baumgartner,  the  Bursar  Elect. 

Mr.  Diehl  is  the  Architect  re- 
sponsible for  the  Perkins  Research 
Library  opened  in  1966  and  for 
various  modifications  of  the  existing 



IN  November,  Perkins  issued  its 
annual  mail  appeal  for  children 
who  are  both  deaf  and  blind,  its 
"Children  of  the  Silent  Night." 

The  celebration  of  the  100th 
Anniversary  of  Anne  Sullivan's 
birth  in  1966  has  resulted  in  a  very 
marked  increase  in  the  interest  in 
the  education  of  the  deaf-blind. 

This  could  not  have  happened  at 
a  more  timely  moment  in  our 
history  with  the  prospect  of  large 
numbers  of  deaf-blind  children, 
handicapped  by  the  recent  Rubella 
epidemics,  needing  services  im- 

Because  of  this  the  annual  appeal 
is  of  greater  significance  than  usual 
and  it  is  hoped  that  our  many 
friends  will  respond  accordingly. 


AT  THE  fall  meeting  of  the  Trus- 
.  tees  of  the  American  Associ- 
ation of  Instructors  of  the  Blind, 
Mr.  William  T.  Heisler,  Director  of 
Teacher-Training  at  Perkins,  who 
had  been  Editor  of  the  International 
Journal  for  the  Education  of  the 
Blind  since  March  1961,  resigned 
this  responsibility  effective  with  the 
December  1967  issue. 

Mr.  Heisler  handed  in  his  resig- 

nation because  of  his  increasing 
responsibilities  at  Perkins.  With  the 
necessity  for  expanding  our  pro- 
gram for  training  teachers  of  the 
deaf-blind,  for  which  he  has  now 
assumed  overall  responsibility,  he 
will  be  spending  some  time  in 
traveling  in  various  parts  of  the 
United  States  to  recruit  suitable 

Earlier  this  year  in  view  of  these 
added  responsibilities,  Mr.  Heisler 
indicated  that  he  would  no  longer  be 
able  to  coordinate  the  Summer 
Course  for  Teachers  of  the  Blind 
given  by  the  University  of  Wis- 
consin at  the  Wisconsin  School  for 
the  Visually  Handicapped.  Mr. 
Heisler  has  carried  out  this  responsi- 
bility for  several  years,  spending  a 
month  in  the  Middle  West  each 

In  addition,  Mr.  Heisler  has  ac- 
cepted the  Editorship  of  "The 
Educator."  This  is  the  Newsletter 
of  the  International  Council  for  Ed- 
ucators of  Blind  Youth  which  ap- 
pears every  six  months. 

The  Educator  was  established 
several  years  ago  on  an  experi- 
mental basis  with  each  issue  edited 
by  an  educator  from  a  different 
part  of  the  world.  At  the  Confer- 
ence held  at  Perkins  in  August, 
however,  the  new  Executive  Com- 
mittee expressed  a  preference  for  a 
permanent  editor  and  Mr.  Heisler 
has  accepted  this  responsibility. 

Subscriptions  to  the  1967-1972  series  of  the  Educator,  which 
will  be  issued  every  six  months,  are  now  being  received.  The  ten 
issues  of  this  multigraphed  periodical  will  be  mailed  to  any  part 
of  the  world  by  surface  mail  for  U.S.  $3.00. 


Children  of  Perkins  Helped  by  Bequests 

rpHE  NINETEEN  SIXTIES  may  loiig  be  remembered  as  the  decade 
when  American  educators  made  unparalled  efforts  to  improve 
their  programs.  This  has  happened  in  regular  schools  from  kin- 
dergarten to  college  and  beyond.  In  special  education  similar 
things  are  happening. 

For  135  years  Perkins  has  pioneered  in  the  education  of  blind 
and  deaf-blind  children,  supported  always  by  gifts  and  bequests. 
Never  have  these  been  as  important  as  they  are  today  for  there 
have  never  been  so  many  new  channels  of  knowledge  open  for 
our  exploring. 


I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for 
THE  Blind,  a  corporation  duly  organized  and  existing  under  the  laws 
of  the  Commonwealth  of  Massachusetts,  the  sum  of 
dollars  ($  ),  the  same  to  be  applied  to  the  general  uses 

and  purposes  of  said  corporation  under  the  direction  of  its  Board  of 
Trustees;  and  I  do  hereby  direct  that  the  receipt  of  the  Treasurer  for 
the  time  being  of  said  corporation  shall  be  a  sufficient  discharge  to 
my  executors  for  the  same. 

^  The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 

L  Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109  J 



VOL.  XXXVII,  NO.  3 

MARCH  1968 

COVER  PHOTO:  The  Lower  School  Fleche 

Photographs  on  pages  14  and  19,  courtesy  Yoka- 
hama  School  for  the  Blind;  page  8,  courtesy 
Worcester  School  for  the  Blind;  others,  Robert 

Table  of  Contents 

Teaching  Deaf -Blind  Children 3 

Director  Visits  Africa    8 

AAWB  Publishes  Contemporary  Papers    9 

Program  for  Pre-School  Children  Opens 10 

Students  Attend  Model  U.N 11 

Editorial — Perkins  Enters  the  Computer  Age    12 

Japan  and  the  Deaf-Blind    14 

Off  and  on  the  Campus    20 

Perkins  Experiments  with  Computer  Produced  Braille  24 

The  Perkins  Cheerleading  Squad  en- 
courages our  wrestlers  both  at  home 
and  at  the  annual  wrestling  meet  for 
Schools  for  the  Blind. 

Mr.  Lewis  Huffman,  Jr., 
teaches  Raymond  Rancourt 
(Maine)  who  has  both  vis- 
ual and  auditory  handicaps. 

Teaching  Deaf -Blind  Children 

By  Edward  J.  Waterhouse, 

Perkins  School  for  the  Blind 

FOR  MORE  than  a  century  now 
methods  designed  for  teaching 
the  deaf  and  the  blind  have  pro- 
duced results  which  demonstrate 
their  worth.  To  educate  the  deaf, 
the  teacher  has  to  be  somewhat  of 
an  expert  in  the  art  of  seeing.  She 
helps  the  deaf  child  to  read  speech 
through  watching  the  speaker's 
lips,  and  in  other  less  obvious  ways 
she  helps  her  pupil's  eyes  to  sub- 
stitute for  ears.  With  education  of 
the  blind  the  emphasis  is  on  devel- 
oping the  art  of  listening — not  only 
to  the  spoken  word  or  to  the  assign- 
ment read  aloud  or  to  recorded 
disks  and  tapes.  Other  sounds  which 
seeing  people  largely  ignore  must 
be  noted,  listened  to,  and  inter- 
preted for  use  in  daily  life  and 

The  teacher  of  the  deaf-blind 
cannot  make  use  of  these  tech- 
niques without  considerable  adapta- 
tion. While  knowledge  of  the  tech- 
niques used  in  teaching  the  blind 
and  the  deaf  is  necessary,  unfortu- 
nately this  by  itself  is  not  enough. 
While  a  big  majority  of  the  children 
we  call  deaf-blind  have  some  sight 
or  hearing  or  even  some  of  both, 

their  senses  are  defective  and  can- 
not be  developed  even  to  normal 
levels  of  usefulness. 

Teaching  deaf-blind  children  is 
still  largely  an  unexplored  field. 
Techniques  have  been  developed 
mostly  during  the  past  forty  years 
which  seem  to  be  valid  when 
judged  by  some  outstanding  suc- 
cesses. However,  a  large  number 
of  deaf-blind  children  do  not  make 
much  progress.  It  is  to  be  expected 
that  new  approaches,  particularly 
with  children  in  the  pre-school 
years,  will  reduce  this  proportion 
of  slow-learners  and  much  advance 
along  these  lines  is  to  be  expected 
in  the  near  future.  However,  in  all 
likelihood,  techniques  will  never  be 
developed  which  will  render  edu- 
cable  the  sizable  proportion  of 
deaf-blind  children  who  are  con- 
genitally  of  low  mentality. 


Evaluation  of  deaf-blind  chil- 
dren is  also  in  the  early  stages  of 
development.  Attempts  have  been 
made  at  Syracuse  University,  New 
York  and  Perkins  to  develop  reU- 

Mrs.  Ann  Meehan  with  her 
two  deaf-blind  pupils  Eliza- 
beth McClellan  (Utah) 
(left)  and  Shiela  Leach 

able  techniques.  Some  standard 
tests  which  are  used  both  with 
normal  and  handicapped  children 
have  been  used  and  some  valid 
measurements  seem  to  be  obtain- 
able. However,  the  number  of  chil- 
dren tested  so  far  is  quite  small 
and  while  some  apparently  encour- 
aging results  have  been  observed, 
teachers  of  deaf -blind  children  usu- 
ally have  to  work  with  litttle  accu- 
rate knowledge  of  their  pupil's  po- 

As  a  result,  schools  educating 
the  deaf-blind  include  a  consider- 
able proportion  of  pupils  whose 
progress  is  slow  and  whose  future 
is  uncertain.  Since  some  of  these 
eventually  make  significant  prog- 
ress, this  policy  is  not  only  defen- 
sible but  inevitable.  Eventually  the 
time  may  come  when  valid  tests 
will  be  available  to  distinguish  the 
"late  starter"  from  the  mentally  re- 

When  dealing  with  deaf-blind  chil- 
dren this  is  particularly  true.  With 
normal  channels  of  communication 
with  the  world  cut  off  such  knowl- 
edge that  the  child  acquires  comes 
from  a  handful  of  people  in  the 
family  and  school.  Among  these  the 
teacher  has  a  key  and  a  dual  role. 
She  has  both  to  create  communi- 
cation channels  and,  having  done 
so,  to  pass  through  them  all  the 
child  needs  for  growth.  Sometimes 
the  channels  widen  with  gratifying 
speed.  Sometimes  months  pass  by 
without  a  sign  of  progress.  The 
teacher  must  accept  a  situation 
where  she  will  give  of  herself  for 
the  love  of  giving,  gratified  if  the 
gift  produces  growth  but  undis- 
turbed if  it  is  rejected.  Only  a 
teacher  who  has  a  high  measure  of 
self-confidence  in  her  own  emo- 
tional maturity  should  embark  on 
this  task. 

Uncertain  Results 

This  uncertainty  of  results  con- 
stitutes a  major  hazard  to  any 
teacher  entering  this  field.  Teachers 
are,  by  their  very  nature,  people 
who  choose  to  give;  who  impart 
knowledge  and  who  share  their 
physical    and   emotional   strengths. 

Close  Contact 

For  the  most  part  communica- 
tion has  to  be  at  very  close  range 
and  much  of  it  involves  physical 
contact.  With  small  children,  hug- 
ging and  rocking  on  the  knee  are 
the  beginning  steps  in  establishing 
rapport,  which  is  the  first  require- 

ment.  The  idea  of  communication 
must  be  conveyed  by  whatever 
means  a  teacher's  training  and  im- 
agination can  devise.  Whether  sign 
language  is  used  or  the  manual 
alphabet  or  speech  through  vibra- 
tion, the  contact  is  close  and  con- 

In  the  early  years,  a  teacher  fre- 
quently finds  herself  in  the  role  of 
a  mother  substitute.  Her  role  she 
must  accept  happily  while  never 
forgetting  that  she  is  indeed  a  sub- 
stitute and  not  a  replacement.  Her 
long  range  purpose  is  to  help  her 
pupil  to  attain  maximum  independ- 
ence, a  role  indeed  which  every 
mother  has  to  fulfill. 

Slow  Progress 

Inevitably,  progress  is  slow.  Even 
when  the  child  is  avid  for  knowl- 
edge, as  some  of  the  Perkins  pupils 
are,  words  have  to  be  repeated 
over  and  over.  A  person  who  is 
irritated  when  required  to  repeat 
herself  has  no  hope  of  success  in 
this  work.  Indeed,  a  good  teacher 
of  the  deaf-blind  has  to  subdue 
her  acquired  feelings  of  frustration 
at  repetition  sufficiently  to  educate 
her  pupil  to  accept  lengthy  repeti- 
tion as  a  normal  occurrence.  Most 
of  us  are  impatient  if  we  have  to 

repeat  an  action  more  often  than 
our  habits  have  taught  us  to  con- 
sider normal.  Considerable  intel- 
lectual and  emotional  effort  is 
sometimes  required  to  change  this 
attitude  and  to  maintain  an  initial 
enthusiasm  through  a  long  series  of 
repetitions  sometimes  over  a  period 
of  months. 

Streamlined  Curriculum 

Because  progress  is  slow,  teach- 
ing should  be  as  eflftcient  as  pos- 
sible. This  calls  for  a  streamlined 
curriculum  which  emphasizes  es- 
sential material  and  gives  attention 
to  priorities  and  the  choice  of  top- 
ics to  be  taught.  It  is  desirable 
that  a  child  learn  his  lesson  right 
the  first  time  if  possible.  False 
starts  which  cause  delay  may  have 
little  significance  on  the  education 
of  normal  children  but  where  the 
deaf-blind  are  concerned  they  could 
have  serious  effects.  A  deaf -blind 
child  cannot  be  expected  to  acquire 
vast  amounts  of  knowledge,  but 
what  he  does  acquire  should  be 
accurate  and  meaningful. 

Close  Observation 

Since  progress  is  slow  a  teacher 
needs   to   take   a   long  view   of   a 

Group  Activity  by  deal- 
blind  children  under  the  di- 
rection of  Mrs.  Peggy  Tan. 
She  is  aided  by  two  Assist- 
ant Teachers,  Jo-Anne  Cort 
(Foreground)  and  Martha 

Exchange  Teacher  Lieke  de  Leuw  comes 
from  the  Netherlands.  Her  deaf-blind  pu- 
pil    is     Stephen     Rakes     from     Virginia. 

child's  development.  It  is  normal 
for  pupils  to  advance  at  irregular 
speeds  with  some  setbacks.  Since 
instruction  with  a  deaf-blind  child 
is  almost  completely  individual,  it 
is  inevitable  that  each  step  he  takes, 
whether  up  or  down,  is  noted  and 
a  broad  perspective  is  needed  if 
these  steps  are  to  be  rightly  evalu- 
ated. Too  much  elation  over  a 
temporary  gain  or  excessive  disap- 
pointment over  a  temporary  set- 
back can  obscure  the  picture.  Keen 
observation  is  required  and  intense 
curiosity  by  the  teacher  in  interpret- 
ing the  child's  behavior  is  most 

Group  Interpretation 

Nor  should  the  teacher  have  to 
rely  entirely  on  herself.  She  should 
have  knowledgeable  associates  with 
whom   she   can   compare   observa- 

tions. Indeed,  without  such  asso- 
ciates, the  danger  of  over-involve- 
ment with  the  pupil  is  considerable. 
A  program  for  deaf-blind  children 
ideally  should  be  large  enough  to 
include  children  in  various  stages  of 
development  and  a  faculty  whose 
collective  experience  is  always 
available  to  each  member.  Under 
these  conditions  a  teacher  with  the 
requisite  character  and  personality 
can  find  teaching  deaf-blind  chil- 
dren a  happy  and  exceptionally  re- 
warding experience. 


To  summarize,  a  teacher  of  deaf- 
blind  children  must  be  versed  in 
the  technique  of  teaching  the  deaf 
and  the  blind.  She  must  not  fear 
responsibility  but  must  be  willing 
to  devote  her  energies  and  her  emo- 
tions exclusively  to  one  or  two 
pupils  over  a  long  period  of  time 
with  the  outcome  frequently  un- 
certain. She  should  be  thorough 
and  efficient.  She  must  accept  the 
need  for  repetition  as  a  normal 
occurrence.  She  must  have  insight 
and  imagination  to  interpret  her 
pupil's  behavior.  She  must  be  a 
good  team  member  seeking  the  sup- 
port of  her  associates  and  sharing 
her  knowledge  in  return.  She  must 
be  both  artist  and  technician  and 
have  a  superb  control  over  her 

Such  success  as  Perkins  has  had 
in  educating  deaf-blind  children 
has  come  about  because  men  and 
women  of  this  caliber  have  devoted 
themselves  to  this  task. 

In  numbers,  trained  and  expe- 
rienced teachers  of  deaf-blind  chil- 
dren are  a  very  select  group.  There 
are  probably  far  fewer  than  one 
hundred  actively  engaged  in  this 
work  throughout  the  world.  At 
least  half  of  these  are  to  be  found 
in  the  United  States. 

Deaf-Blind  Children  in  Group  Play 

In  the  deaf-blind  departnnent  at  the  Worcester  School  for  the  Blind  in  South 
Africa,  a  brother  and  sister  use  the  vibration  method  taught  them  by  Miss  Van 
Rensberg  who  studied  at  Perkins. 

Director  Visits  Africa 

ON  A  SHORT  visit  to  Afiica  the 
Director  visited  schools  in 
Kenya  and  the  RepubHc  of  South 

In  Kenya  he  visited  the  Salvation 
Army  School  for  the  Blind  at 
Thika,  about  30  miles  away  from 
the  Capital  of  Nairobi.  At  this 
school  he  met  Captain  Michael 
Rich,  a  Canadian  graduate  of  last 
year's  teacher-training  class  at  Per- 
kins, who  with  his  wife  has  re- 
cently joined  the  school.  Captain 
Rich  is  in  charge  of  the  secondary 
school  just  getting  under  way. 
While  this  school  only  has  the 
"freshman"  class  at  present  another 
grade  will  be  added  each  year  un- 
til a  full  high  school  program  is 

In  South  Africa  his  major  ob- 
jective was  the  Department  for 
Deaf -Blind  Children  at  the  Worces- 
ter School  for  the  Blind,  located 
75  miles  east  of  Capetown.  The 
headmaster,  Mr.  Theodore  Pauw, 
has  been  an  active  participant  in 

the  ICEBY  conferences  and  has 
visited  Perkins  on  two  occasions. 

The  department  for  the  deaf- 
blind  children  is  one  of  the  best 
organized  in  the  world.  Miss  Van 
Rensberg,  who  is  in  charge,  studied 
at  Perkins  in  1959.  The  group  of 
children  seem  to  be  making  excel- 
lent progress  according  to  their 
abilities.  The  group  included  sev- 
eral bright  pupils  whose  speech 
seemed  to  be  very  good  indeed. 
Since  it  was  Afrikaans,  an  Amer- 
ican, of  course,  could  not  under- 
stand it. 

While  in  South  Africa  he  also 
visited  the  Prinshof  School  for  the 
Partially  Seeing  in  Pretoria,  the 
Athlone  School  for  Colored  Blind 
in  Bellville,  a  suburb  of  Capetown, 
and  the  Kutlwanong  School  for  the 
Deaf,  Rustenburg,  some  75  miles 
west  of  Pretoria,  where  there  is  a 
small  department  for  the  deaf -blind 
founded  originally  by  Mrs.  Flor- 
ence M.  Blexall. 

AAWB  Publishes  Contemporary  Papers  Dealing 
with  the  Deaf-BHnd 

VOLUME  II  of  Contemporary  Pa- 
pers, a  series  of  documents  be- 
ing published  by  the  American 
Association  of  Workers  for  the 
Bhnd,  deals  with  the  deaf -blind. 

The  first  part  of  this  pamphlet 
deals  with  the  acts  signed  in  Octo- 
ber, 1967,  to  establish  a  center  for 
deaf -blind  youths  and  young  adults. 
Testimony  by  Secretary  Gardner, 
Dr.  Peter  Salmon  and  Robert 
Smithdas  are  included. 

The  second  half  is  entitled  "Ru- 
bella" (German  measles) —  a  new 
hazard  for  children.  This  includes 
reproductions  of  two  papers  writ- 
ten by  the  Director  of  Perkins.  In 
addition,  there  are  comments  by 
Dr.  Lowenfeld,  formerly  Superin- 
tendent of  the  California  School 
for  the  Blind  where  one  of  the 
seven  American  Departments  for 
deaf-blind  children  is  located,  and 

a  report  by  James  F.  Garrett,  Assist- 
ant Administrator  (Research  and 
Demonstration)  Social  and  Reha- 
bilitation Service,  Department  of 
Health,  Education  and  Welfare,  on 
an  important  symposium  at  the 
AAWB  Annual  Convention,  held  in 
Miami  Beach  in  July  1967.  This 
symposium  dealt  with  the  place- 
ment of  the  adult  deaf-blind  and 
contained  reports  from  various 
agencies  who  are  beginning  to  have 
success  in  this  work;  in  particular, 
two  girls.  Donna  (Michigan)  and 
Monica  (Vermont)  both  studied 
for  a  while  in  the  Department  for 
Deaf-Blind  Children  at  Perkins. 

Copies  of  Contemporary  Papers 
may  be  obtained  from  the  Ameri- 
can Association  of  Workers  for  the 
Blind,  1511  K  Street  N.W.,  Wash- 
ington, D.  C.  20005. 

I.C.E.B.Y.  Proceedings  Available 

THE  proceedings  of  the  fourth  Quintennial  Conference  of  the  In- 
ternational Conference  for  the  Education  of  Blind  Youth  in 
Watertown  in  August  1967  are  now  available  from  Perkins  School 
for  the  Blind  for  US  $3.00  postpaid.  All  those  attending  the  Con- 
ference last  August  will  receive  a  copy  free  of  charge.  Please  note 
that  the  price  listed  in  #1  of  The  Educator  of  $2.50  or  <£  1  is  in 

Program  for  Pre-School  Children  Opens 

Mrs.  Virginia  Guldager  works  with  deaf- 
blind  infant  Joseph  Porcaro  in  new  day- 
school  program. 

/^N  Monday,  February  5,  1968, 
^^  the  first  day  school  class  of 
pre-school  deaf-blind  pupils  was 
opened  in  property  belonging  to  the 
school  on  the  corner  of  Riverside 
and  Royal  Streets. 

This  two-family  house  which  was 
originally  the  home  of  our  Engi- 
neer, Mr.  John  Carroll  and  his 
family,  has  been  converted  into 
apartments  for  relief  domestic  help 
and  classrooms  for  this  school. 

The  first  group  of  children,  num- 
bering five  boys  and  one  girl,  all  of 
whom  are  three  or  four  years  of 
age,  will  meet  on  Monday  and 
Wednesday  mornings.  They  will  be 
transported  to  Watertown  from 
their  homes  by  their  mothers  who 
will  remain  with  them  throughout 
the  program. 

Hinton  McLean  with  Mrs.  Dorothy  Walsh 

This  is  the  beginning  of  what 
may  prove  to  be  an  important  ad- 
dition to  the  services  offered  by  our 
school.  It  is  expected  that  in  March 
a  second  group  will  be  meeting  on 
Tuesday   and  Thursday   mornings. 

It  is  our  hope  that  we  will  be 
able  to  help  the  parents  of  these 
children  to  build  up  good  channels 
of  communication  with  their  deaf- 
blind  sons  and  daughters.  If  this  is 
so,  when  the  time  comes  for  them 
to  be  enrolled  in  a  regular  school 
program  at  the  age  of  five,  they 
will  probably  have  had  a  valuable 
head  start. 

Miss  Elizabeth  Banta,  who  joined 
us  in  August  1967,  is  in  charge  of 
this  program.  She  is  being  assisted 
by  Mrs.  Dorothy  Walsh,  former 
teacher  in  the  Deaf-Blind  Depart- 
ment who  has  returned  on  a  part- 
time  basis,  and  Mrs.  Virginia  Guld- 
ager, formerly  a  psychometrist  on 
the  Perkins  staff  and  till  recently  a 
teacher  of  deaf-blind  children  in 
Denmark,  and  by  Miss  Wendy  Eise- 
man  who  has  just  returned  from 
two  years  with  the  Peace  Corps  in 



Seated  (L  fo  R.)  Donald  Deignan,  Sheila  Carroll,  Isaac  Obie,  and  Nevzat  Adil. 
Standing:  Mr.  Normand  LeBlanc,  Roger  Cicchese,  William  Fischer,  Richard 
Sawyer  and  Alan  Dalton 

Students  Attend  Model  United  Nations  at  Harvard 

ON  December  9,  1967,  ten  of 
our  pupils,  lead  by  Mr.  Nor- 
mand LeBlanc,  Social  Studies  In- 
structor in  the  Upper  School,  who 
was  assisted  by  three  other  mem- 
bers, of  our  faculty  travelled  to 
Cambridge  to  participate  in  the 
fifteenth  Model  United  Nations  or- 
ganized by  the  Harvard-Radcliffe 
International  Relations  Council. 

Mr.  LeBlanc  reported  that  about 
400  students  from  high  schools  of 
Greater  Boston  attended.  Each  pu- 
pil represented  a  country  and  our 
students  represented  four  countries 
as  mentioned  below. 

During  the  day  there  were  Bloc 
meetings.  Committee  Meetings,  a 
luncheon  at  the  Harvard  Union  and 
a  Plenary  Session  at  which  resolu- 
tions calling  for  a  cessation  of 
hostilities  in  South  Vietnam  were 
passed.  Other  topics  discussed  were 
the  admittance  of  Red  China  into 
the  United  Nations,  humanitarian 
assistance  to  the  Arab  refugees  in 
the  Middle  East,  payment  of  back 

dues  by  all  United  Nations  mem- 
ber states,  and  the  United  Nations 
mandate  over  South  Africa. 

Our  students  voted  according  to 
the  positions  taken  by  their  pro- 
spective countries  and  were  en- 
thusiastic observers  of  all  the  dip- 
lomatic maneuvering  that  went  on. 

Mr.  LeBlanc  reports  that  he  be- 
lieves this  affair  "was  a  great  ex- 
perience both  educationally  and 
socially  for  the  A  division  Juniors 
and  Seniors  who  volunteered  to 
go".  Those  attending  were  Nevzat 
Adil,  Bonita  Grimes  and  Carol 
Kingman  representing  Cyprus;  Wil- 
liam Fischer,  Roger  Cicchese  and 
Richard  Sawyer  representing  Tur- 
key; Donald  Deignan  and  Sheila 
Carroll  representing  the  Philippines; 
Alan  Dalton  and  Isaac  Obie  (from 
our  Department  for  Deaf-Blind 
Children)  representing  Uganda. 
The  other  staff  members  partici- 
pating were  Miss  Charlotte  Tur- 
geon,  Miss  Ann  Hanchett  and  Mr. 
Michael  Orlansky. 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



WITH  our  participation  in  the  Instant  Braille  Project,  described  else- 
where in  this  issue  of  the  LANTERN,  Perkins  makes  its  first 
venture  into  the  Computer  Age. 

During  the  ICEBY  Conference  at  Perkins  last  August,  it  was  pre- 
dicted that  before  the  next  meeting  of  the  Council  in  Madrid  in  1972, 
some  of  the  schools  represented  would  be  using  computers  in  one  or  more 
ways.  We  did  not  anticipate  that  in  five  months  rather  than  in  five  years 
we  would  be  "sharing  time"  on  a  computer  at  Massachusetts  Institute  of 

The  instant  production  of  braille  is  only  one  way  in  which  computers 
are  likely  to  serve  our  students.  We  are  investigating  the  possibility  of 
participating  in  programs  such  as  the  one  at  the  Kiewit  Computation 
Center  at  Dartmouth  College.  In  this  program  a  computer  is  shared  by  a 
number  of  high  schools  and  colleges  with  pupils  learning  to  solve 
problems  not  only  in  mathematics  and  science,  but  in  the  humanities. 

Not  only  are  computers  likely  to  improve  our  educational  programs 
but  computer  science  is  already  opening  up  employment  possibilities  to 
blind  youth  at  various  levels  of  accomplishment.  Special  courses  for  blind 


students  in  computer  programming  are  being  offered  at  several  American 
universities.  One  deaf-blind  college  student  in  Ohio  is  now  employed  as  a 
programmer  at  a  high  level. 

The  computer  is  taking  society  into  new  worlds.  We  are  encouraged  in 
our  belief  that  blind  people  will  share  fully  in  this  exciting  field  of  human 

Edward  J.  Waterhouse,  Director 

Mrs.  Sally  Stuclcey  issues  instructions  on  tele- 
type machine  to  computer  at  Massachusetts 
Institute  of  Technology  five  miles  away.  Michael 
Silver  reads  the  braille  the  computer  produces. 


Robert  Smithdas  and  his 
secretary,  Herbert  Lehman 
meet  Prince  and  Princess 
Hitachi  at  the  Takarazuka 
Opera      House      in     Tokyo. 

Japan  and  the  Deaf-Blind 

THE  growing  concern  by  the 
Japanese  Ministry  of  Education 
in  the  problems  of  deaf-bhnd  chil- 
dren led  to  a  visit  by  a  team  from 
Perkins  in  the  last  part  of  October 
and  early  November.  Accepting  the 
invitation  of  the  Minister  of  Educa- 
tion Kennoki  were  Dr.  Edward 
Waterhouse,  Director,  Mr.  Benja- 
min F.  Smith,  Assistant  Director, 
Robert  M.  Campbell,  Public  Edu- 
cation Consultant,  and  Robert  J. 
Smithdas,  a  deaf-blind  graduate  of 
the  Perkins  class  of  1945,  and  his 
secretary,  Mr.  Herbert  Lehman. 

The  interest  of  Perkins  in  the 
blind  children  of  Japan  dates  back 
many  years.  A  number  of  Japanese 
men  and  women  have  been  gradu- 
ated from  the  Perkins  teacher-train- 
ing program.  Japanese  interest  in 
the  Perkins  program  for  the  deaf- 
blind  has  grown  steadily  in  recent 
years.  The  Director  has  paid  several 
visits  to  Tokyo  in  this  connection. 
Several  years  ago  at  the  request 
of  the  Ministry  of  Education,  the 
Perkins  Trustees  arranged  for  a 
Japanese  soundtrack  to  be  pre- 
pared for  the  film  "Children  of  the 
Silent  Night."  This  in  turn  led  to 

a  production  team  from  NHK 
(Japanese  Broadcasting  Co.)  visit- 
ing Perkins  in  the  fall  of  1965. 
Their  footage  on  Perkins  and  the 
deaf-blind  department  was  edited 
into  a  half-hour  movie  telecast  na- 
tionally in  Japan  on  a  series  about 
the  handicapped  taken  in  various 
places  around  the  world. 

The  interest  in  our  group's  visit 
was  felt  immediately  on  arrival  at 
the  Tokyo  airport.  We  were  met  by 
sixteen  reporters,  still  and  TV 
cameramen.  As  a  result.  Bob  Smith- 
das' visit  and  its  purpose  was  played 
up  widely  in  the  Japanese  press, 
radio,  and  TV. 

The  following  day  the  group  was 
entertained  at  a  luncheon  given  by 
the  Minister  of  Education,  Mr. 
Kennoki.  Attending  were  various 
high  ranking  officers  in  the  Ministry 
of  Education  and  a  group  of  Con- 
gressmen from  the  Japanese  Diet 
interested  in  education  for  the  hand- 
icapped. A  press  conference  at  the 
Ministry  in  the  afternoon  afforded 
Dr.  Waterhouse  and  Bob  Smithdas 
the  opportunity  to  field  many 
questions  concerning  education  and 
rehabilitation  of  the  deaf-blind 


The  first  day  set  the  pattern  for 
the  remaining  two  weeks,  probably 
as  interesting  and  busy  a  time  as  the 
group  had  ever  enjoyed.  Also  ac- 
companying us  during  our  stay  in 
Japan  was  Dr.  Sadako  Imamura 
who  had  been  a  member  of  the 
teacher-training  program  at  Perkins 
a  number  of  years  ago  and  had 
spent  a  year  at  Perkins  recently 
studying  evaluation  of  deaf-blind 
children.  Dr.  Imamura  served  as  an 
able  translator,  good  companion, 
and  helped  in  many  ways  to  bridge 
the  understanding  between  East  and 
West.  On  loan  from  the  Minister 
of  Education  was  Mr.  Yasus  Kato, 
of  the  Special  Education  division, 
who  made  all  the  arrangements, 
saw  to  it  that  the  group  arrived 
places  and  left  on  time  and  some- 
how by  magic  always  seemed  to 
produce  cars  and  drivers.  Dr. 
Waterhouse  was  with  the  group  for 
the  first  week  and  then  returned  to 
the  United  States. 

Schools  Visited 

On  the  itinerary  were  visits  to 
various  schools  for  the  blind  in 
Tokyo  and  Osaka.  In  Tokyo  we 
visited  the  Tokyo  University  School 
for  the  Blind,  a  National  school, 
while  in  Osaka  both  a  Municipal 

and  Perfectual  school  were  on  the 
agenda.  In  Osaka  we  also  visited 
by  contrast  the  Perfectural  School 
for  the  Deaf.  It  was  most  interest- 
ing to  see  children  being  taught,  to 
see  the  methods,  and  to  realize  that 
in  some  cases  Japan  was  using 
methods  and  techniques  superior  to 
those  of  the  United  States,  in  some 
cases  using  techniques  borrowed 
from  the  United  States,  while  in 
some  areas  they  seem  to  lag  behind. 
In  all  schools,  though,  there  was  a 
great  interest  in  making  compari- 
sons and  in  developing  understand- 
ing and  exchanging  information. 

In  both  Tokyo  and  Osaka,  visits 
to  other  organizations  for  the  blind 
were  in  order.  At  the  Nippon 
Braille  Library  it  was  interesting 
to  discover  the  great  interest  in 
tapes  with  1,000  or  1,500  a  month 
sent  out  to  tape  readers.  In  addition, 
braining  and  braille  books  are  in- 
cluded. In  Osaka,  the  group  visited 
the  Nippon  Lighthouse.  Here  was  a 
fairly  large  braille  plant  and  tape 
recording  section.  The  Lighthouse 
has  started  a  relatively  new  pro- 
gram for  the  rehabilitation  of  adult- 
blind  persons  and  is  seeking  their 
employment  in  industry. 

Perhaps  the  highlight  of  the  trip 
was  a  theatre  performance  of  the 

Left — Robert  Smithdas  meets   a   deaf-blind   Japanese   boy   in   Tokyo. 
Right — Press  Conference  at  the  Ministry  of  Education,  Tokyo 

famous  Takarazuka  all-girl  review. 
The  show  was  a  gala  benefit  per- 
formance for  the  Yokohama  Chris- 
tian School  for  the  Blind  who  are 
raising  money  to  replace  old  in- 
adequate facilities  with  new  build- 
ings. The  head  of  the  school  is  Mr. 
Imamura,  the  father  of  Sadako. 
Honored  guests  at  this  performance 
were  the  Prince  Hitachi  and  his 
wife,  the  wife  of  Prime  Minister 
Sato,  and  several  Congressmen  and 
dignitaries  interested  in  the  handi- 

Introduced  to  Prince 

During  the  intermission  the  Per- 
kins group  was  taken  to  a  small 
room  in  the  theatre  where  Bob 
Smithdas  was  personally  introduced 

to  the  Prince  and  his  wife.  Before 
the  second  part  of  the  performance. 
Dr.  Waterhouse  spoke  briefly  to  the 
audience  of  over  2500  on  the  sub- 
ject of  educating  deaf-blind  chil- 
dren in  the  United  States  and  Bob 
Smithdas  gave  an  inspirational  talk 
on  his  philosophy  and  the  courage 
needed  in  overcoming  handicaps. 
His  talk  touched  a  responsive  chord 
as  it  was  later  requested  by  Mr. 
Kangawa  who  is  in  charge  of  spe- 
cial education  in  the  Ministry  of 
Education,  to  use  for  future  refer- 
ence. While  in  Tokyo,  the  Perkins 
group  also  took  part  in  a  ground- 
breaking ceremony  at  the  Yoko- 
hama School  for  the  Blind. 

One  of  the  purposes  of  the  trip 
was  also  to  acquaint  as  many  people 

Bob  Smithdas'  talk  to  the  students  and  teachers  at  the  Osaka  Munic- 
ipal School  for  the  Blind. 

It  is  a  great  honor  to  be  able  to  visit  your  school.  It  gives  me 
great  happiness  to  be  with  you.  I  have  enjoyed  visiting  the 
classes  and  seeing  what  the  boys  and  girls  are  doing. 

I  was  fascinated  by  the  Soraband  (Abacus)  and  how  it  is  used. 
I  wish  I  had  learned  it  when  I  was  in  school.  I  also  enjoyed  seeing 
the  demonstrations  of  massage  and  judo.  I  wish  I  had  attempted  to 
try  judo  myself  because  I've  always  enjoyed  sports. 

It  is  wonderful  to  be  able  to  see  what  Japan  is  doing  for  its  blind 
children  today.  Tm  very  impressed  by  the  new  modern  schools  I 
have  seen  and  especially  this  one. 

I'm  sure  that  all  of  you  are  looking  forward  to  the  time  when 
you'll  be  able  to  graduate  and  then  become  members  of  your  own 
community.  But  remember  that  the  future  depends  on  you.  That 
when  you  leave  school  you  may  become  the  new  leaders  in  the  field 
of  work  for  the  blind  for  tomorrow. 

I've  been  told  many  times  over  the  years  that  certain  things  were 
impossible  for  me.  I  have  discovered  that  there  are  certain  things 
that  I  am  unable  to  do  but  there  are  many  other  things  that  I  have 
been  able  to  achieve.  I  want  you  all  to  have  some  spirit  to  try  every- 
thing that  is  new  or  unusual  for  you  because  it  will  help  you  grow 
and  learn  more  about  life.  Life  is  the  most  precious  thing  you  have 
so  enjoy  it  and  share  it  with  others.  I  wish  you  all  success  and 
happiness  for  the  future  as  well  as  with  the  time  being. 


At  the  Prefectural  School  for  the  Blind,  Osaka,  a  team  from  NHK  prepare  a  telecast. 
Left — Mr.  Kinzo  Kezuka,  cameraman,  Mr.  Taiji  Shirakawa,  program  director,  Mr. 
Yasus  Kate  of  the  Tokyo  Ministry  of  Education,  the  Principal  of  the  School,  and  Dr. 
Sadako  Imamura  of  the  Yokohama  School  for  the  Blind. 

as  possible  with  the  fact  that  deaf- 
blindness  is  a  handicap  which  can 
be  largely  overcome.  As  a  result  of 
the  initial  notices  in  the  press  and 
the  press  conference  at  the  Minis- 
try, considerable  publicity  was 
given  to  the  event  in  the  Japanese 
newspapers.  In  addition,  two  large 
press  conferences,  both  in  Tokyo 
and  Osaka,  were  staged  by  the 
Mainichi  newspapers. 

TV  Shows  Arranged 

With  the  help  of  Mr.  Futagami, 
producer  at  NHK  who  had  visited 
Perkins  several  years  ago,  arrange- 
ments were  made  to  have  Bob 
Smithdas  and  Dr.  Imamura  appear 
on  a  color  TV  morning  show  some- 
what similar  to  the  "Today  Show" 
in  the  United  States.  This  is  Japan's 
most  popular  morning  show, 
watched  by  over  hwe  million 
women.  The  film  was  taped  and 
was  to  be  run  later  in  the  month  in 
connection  with  a  series  of  pro- 
grams on  the  handicapped. 

In  Osaka,  Mr.  Taiji  Shirakawa 
and  Mr.  Kinzo  Kezuka,  Director 
and  Cameraman  respectively,  who 
had  visited  Perkins  with  the  NHK 
team  in  1945,  came  down  from 
Tokyo  especially  to  shoot  a  fifteen- 
minute  interview  with  Bob  Smith- 
das to  be  used  in  a  series  of  TV 
programs  directed  to  mothers  and 
parents  of  deaf  children.  Also,  Bob 

was  interviewed  by  a  reporter  and 
cameraman  from  a  magazine  for 
Junior  High  School  students  with  a 
large  circulation.  This  appeared  in 
the  January  issue  as  a  five-page 
story.  An  interview  for  the  Japa- 
nese overseas  radio  was  also  worked 
into  the  tight  schedule. 

In  spite  of  the  busy  schedule,  the 
Ministry  of  Education  wanted  us  to 
also  see  some  of  the  culture  of 
Japan  and  ably  arranged  several 
sightseeing  trips.  Included  were  a 
two-day  trip  to  the  mountains  in 
Nikko  as  well  as  a  day  in  both 
Nara  and  Kyoto  to  see  the  shrines 
and  gardens. 

We  returned  with  many  fine 
memories  and  many  pictures  taken. 
One  highlight  was  the  ride  on  the 
fast  125-mile-an-hour  train  from 
Tokyo  to  Kyoto.  And  we  even  be- 
came used  to  the  formal  bowing 
and  endless  cups  of  tea.  All  in  all, 
it  was  too  short  a  visit  in  a  fascinat- 
ing country. 

Probably  several  things  were  ac- 
complished. This  was,  as  already 
mentioned,  one  of  a  series  of  con- 
tacts between  Japanese  officials  and 
the  Perkins  staff  in  connection  with 
the  education  of  the  deaf-blind. 
Largely  through  the  excellent  ex- 
ample of  Bob  Smithdas,  the  number 
of  interested  Japanese  was  greatly 
enlarged,  and  those  already  inter- 
ested in  the  problem  became  more 


Talk  given  in  Tokyo  Nov.  1,  1967  by  Dr.  Waterhouse  at  the  benefit 
performance  for  the  Yokohama  School  for  the  Blind. 

It  gives  me  unbounded  pleasure  to  be  with  you  today  and  to 
share  your  concern  for  the  well-being  of  handicapped  people. 

When  girls  or  boys  have  a  serious  handicap  such  as  blindness, 
they  have  to  choose  between  surrendering  to  it  or  conquering  it; 
between  doing  little  and  making  their  blindness  an  excuse  or  op- 
posing it  with  courage  and  determination. 

The  Perkins  School  for  the  Blind  in  the  United  States  of  America 
which  I  am  honored  to  represent,  has  won  renown  for  its  famous 
teachers,  but  far  more  for  the  hundreds  of  pupils,  both  girls  and 
boys,  who  have  succeeded  in  living  their  lives  to  the  fullest.  Both 
men  and  women  have  succeeded  in  industry  and  the  professions  and 
as  heads  of  families.  The  girls  have  grown  up  to  establish  homes  and 
raise  families  as  any  woman  would  be  proud  to  do.  In  this  the  blind 
men  and  women  have  won  the  admiration  of  their  neighbors  and 
acquired  the  satisfaction  of  enduring  self-respect. 

The  role  of  a  school  for  the  blind  is  to  establish  these  goals  and 
to  provide  the  training  necessary  to  develop  each  child's  abilities 
to  the  fullest.  In  this  role,  the  Yokohama  Christian  School  for  the 
Blind  fills  an  essential  place  and  faces  a  great  future. 

Among  our  most  inspiring  successes  at  Perkins  have  been  those 
men  and  women  like  Helen  Keller  and  Robert  Smithdas  who  have 
conquered  both  deafness  and  blindness.  To  face  either  blindness  and 
deafness  is  challenging  enough.  To  overcome  the  two  together 
provides  an  inspiration  for  all  handicapped  people,  for  the  deaf,  the 
blind,  or  the  crippled.  How  much  more  can  this  inspire  those  of  us 
who  are  fortunate  enough  to  be  physically  whole. 

This  evening  I  bring  greetings  from  the  John  Milton  Society  of 
New  York  and  from  the  three  hundred  pupils  of  Perkins  School 
for  the  Blind,  both  of  whom  have  sent  contributions  for  this  oc- 

May  I  extend  my  heartfelt  thanks  to  all  of  you  who  have  shared 
in  this  successful  occasion.  Your  concern  will  result  in  many  bless- 
ings to  blind  children  in  the  years  to  come. 

deeply  committed.  Congressman  Sa- 
kata,  who  has  a  special  concern  for 
the  education  of  the  handicapped, 
paid  a  fine  tribute  to  the  interest 
Perkins  has  shown  in  the  deaf-blind 
of  Japan  in  relating  the  events  which 
led  to  this  visit  to  Prince  and  Prin- 
cess Hitachi.  In  his  view,  the  future 
of  deaf-blind  children  and  adults 
seems  to  be  getting  brighter  all  the 

We  were  told  that  twenty  deaf- 
blind  children  have  been  discovered 
as  well  as  over  four  hundred  who 
have  a  combination  of  seeing  and 
hearing  difficulties.  It  was  obvious 

to  the  team  that  the  interest  is  there. 
Thirteen  additional  prints  of  "Chil- 
dren of  the  Silent  Night"  with  the 
Japanese  track  were  requested,  an- 
other growing  indication  of  the 
seriousness  with  which  they  are 
tackling  the  problem  of  giving  ad- 
equate education  to  their  deaf -blind 
population.  Plans  and  programs  are 
now  in  the  formulation  stage  which, 
if  they  materialize  fully,  will  give 
Japan  one  of  the  best  programs  for 
educating  deaf-blind  children  in  the 

Robert  M.  Campbell 


Ground-breaking  cere- 
nnony  at  the  Yokohanna 
Christian  School  for  the 
Blind.  The  Headmaster 
Ikuta  Imamura  hands 
shovel  to  the  Director 
of  Perkins. 

On  far  side  of  the 
table,  L  to  R.  The  Di- 
rector of  Perkins,  Benja- 
man  F.  Smith,  Dr.  Sa- 
dako  Imamura,  Robert 
Smithdas  and  Herbert 

Congressman  Sakata,  a 
Trustee  of  the  School, 
shown  speaking  at  the 
ceremonies,  is  an  influ- 
ential member  of  the 
Diet  who  is  doing  much 
to  further  the  cause  of 
deaf-blind  children  in 






Perkins  Model  Slot  Car  Club 

UNDER  the  leadership  of  Mr. 
W.  Howat,  Head  of  our  In- 
dustrial Arts  Department,  the  boys 
of  the  Upper  School  have  estab- 
lished the  Perkins  Model  Slot  Car 
Club  which  meets  in  the  Power 
Mechanics  Shop  every  Tuesday 
evening  from  7:00  to  8:30  P.M. 
Mr.  Howat  reports  that  the  boys 
build  models  1/24  scale  of  a  variety 
of  cars  ranging  from  Formula  I 
type  to  stock  cars.  These  models  are 
equipped  with  small  electric  motors 
which  propel  them  around  a  sev- 
enty-five-foot track  at  scale  speeds. 
Changing  of  gear  ratios,  wheels, 
and    other    adjustments    gives    ex- 

perience in  the  mechanics  and  pro- 
motes keen  competition.  The  cars 
are  raced  on  a  dual  track  and  scores 
are  kept  of  timed  laps. 

Visits  have  been  made  to  com- 
mercial tracks  where  the  boys  have 
had  a  chance  to  try  their  skill  on 
this  type  of  raceway  with  their 

Members  of  the  club  are:  Ralph 
Antonetti,  Paul  DelPape,  Robert 
Donle,  Richard  Downs,  Larry  Gil- 
mour,  Paul  McNally,  Paul  Mills, 
James  Oleson,  Mark  Remally,  Sam 
Rossier,  Michael  Silver  and  Fred 

Mr.  William  W.  Howat,  who  heads  the  Industrial  Arts  Department 
shown  with  members  of  the  Model  Slot  Car  Club  in  the  Automobile 
Mechanics  Room. 

—  !^^ 

In    February    1968  four   members    of   the   staff   of   the    Industrial    Home   for   the    Blind 

in  Brookyn,  New  York  came  to  Watertown  to  visit  the  new  day-school   for   pre-school 

deaf-blind  children.  Shown  conferring  with  the  Director  are: 

L  to   R.   Mr.   Harry  J.   Spar,    Dr.    Peter  J.   Salmon   and    Major   John    F.    Brady.   They 

were   accompanied    by    Miss    Betty    Maloney   who    is    in    charge    of    I.H.B.'s    pre-school 



March-June  1968 




Annual  Luncheon  for  Parents 

12:30  p.m. 

Annual  OPEN  HOUSE 

2:30  to  4:30  p.m. 




(Changed  from  March  16th) 




EASTER  VACATION  Begins  at  Noon 
May  and  Bridgman  Cottages  Open 



Pupils  Return 




26  and 


Annual  Music  Festival  at  Perkins 






EAAB  Track  Tournament  at  New  York 

Institute  for  the  Education  of  the  Blind 



Senior  Prom 

8:00  to  11:00  p.m. 



Annual  Fashion  Show 

8:00  p.m. 



Girls'  Athletic  Association  Banquet 



Students'  Music  Recital— Dwight  Hall 

8:00  p.m. 



Final  Exams  Begin 



Memorial  Day  Holiday 



Examinations  Continue 




Examinations  End 



Annual  Picnic  Day 



Graduation  of  Teacher-Trainees 
Allen  Chapel 

8:15  a.m. 



Final  Assembly 

10:30  a.m. 



Graduation  Day 

Luncheon  for  Senior  Class 


Graduation  Exercises 

1:30  p.m. 



Alumni  Reunion 


Mr.  Lars  Guldager  who  has  recently 
been  appointed  Supervising  Teacher  in 
the  Deaf-Blind  Department. 

Mr.  and  Mrs.  Guldager 
Return  to  Perkins 

Mr.  Guldager  was  at  Perkins 
from  September  1964  to  June  1965 
in  the  program  for  training  teachers 
of  the  deaf-bhnd.  Following  this  he 
returned  to  the  School  for  the  Deaf 
in  Aalborg,  Denmark  to  head  the 
program  for  deaf-blind  children 

In  January  1968  Mr.  Lars  Guld- 
ager and  his  wife,  Virginia  (form- 
erly Miss  Volk)  joined  the  staff  of 
our  department  for  deaf-bhnd  chil- 
dren. Mrs.  Guldager  was  our  psy- 
chometrist  from  September  1963  to 
June  1965.  She  assisted  her  husband 
in  teaching  deaf -blind  children  at  the 
School  for  the  Deaf  in  Aalborg, 
Denmark.  Mrs.  Guldager  is  cur- 
rently helping  in  the  new  program 
for  pre-school  deaf-blind  children. 

Study  of  Teaching  Aids  for  the  BUnd 

(Louis  H.  Goldish  accepts  assignment) 

FOR  several  years  it  has  been  a 
matter  of  concern  to  the  Ad- 
ministration of  Perkins  that  no  one 
on  the  faculty  had  the  time  or  in- 
deed was  trained  to  make  a  study 
of  the  applicability  of  advanced 
teaching  aids  to  the  education  of 
the  blind. 

For  this  reason,  we  have  invited 
Mr.  Louis  H.  Goldish  to  make  an 
intensive  study  over  a  matter  of 
several  months  into  the  possibility 
of  using  such  aids. 

Mr.  Goldish  has  been  given  a 
free  hand  to  study  all  aspects  of  this 
subject  which  will  include  both 
simple  and  complex  teaching  aids. 
This  project  has  been  made  pos- 
sible by  a  grant  from  a  private 

Mr.  Goldish,  who  has  Master  of 

Science  degrees  in  Industrial  Man- 
agement and  in  Mechanical  Engi- 
neering from  the  Massachusetts  In- 
stitute of  Technology,  completed  a 
study  in  January  1967  of  braille  in 
the  United  States;  its  production, 
distribution  and  use.  This  very 
thorough  investigation  of  the  cur- 
rent status  of  braille  and  a  survey 
of  possible  improvements  in  the 
production  and  distribution  of 
braille  material  has  attracted  favor- 
able attention  in  our  field. 

Mr.  Goldish  also  participated  in 
the  meetings  held  at  the  Ramada 
Inn  in  Boston  last  May  sponsored 
by  the  Howe  Press  to  study  ways  in 
which  modern  technical  develop- 
ments in  the  production  of  braille 
could  be  utilized  to  the  advantage 
of  blind  readers. 


Mrs.    William    T.    Heisler    teaches    fifth    grade    arithmetic    with    the 
aid  of  the  soroban. 

A  Wrestling  match  in  the  Perkins  Gym  with  a  team  from    Needham 
High  School. 







Benjamin  F.  Smith,  Assistant  Director 

DURING  the  week  of  January  22nd,  Professor  Dwight  Baumann  of 
the  Mechanical  Engineering  Staff  at  Massachusetts  Institute  of 
Technology  and  Mr.  William  Greiner,  a  graduate  student  in  Mechanical 
Engineering  at  the  same  University  installed  two  pieces  of  special  equip- 
ment in  an  oftice  on  the  Perkins  Campus. 

One  of  these  pieces  of  equipment  was  an  ordinary,  electrically-driven 
teletype  machine  which  has  a  keyboard  with  the  same  arrangements  as  a 
standard  typewriter,  but  with  a  few  additional  buttons  on  it  and  a  tele- 
phone dial  attached.  The  other  piece  was  a  braille  embosser  console 
which  embosses  automatically  when  electrically  stimulated. 

A  telephone  line  previously  installed  connected  this  equipment  to  an 
IBM  7094  computer  on  the  M.LT.  Campus  in  Cambridge.  Mr.  Greiner 
typed  onto  the  teletype  machine  some  printed  material  from  a  sheet  of 
copy.  On  completing  the  typing,  he  reached  over  and  pushed  another  but- 
ton. For  about  a  minute,  there  was  dead  silence.  Then  suddenly  with  a 
series  of  muffled  staccato  reports,  the  electronically  harnessed  brailler  be- 
gan to  operate.  Without  the  touch  of  a  hand,  the  embossing  head  traveled 
back  and  forth  across  the  brailler  leaving  in  its  wake  lines  of  perfect 
Grade  II  Braille  upon  a  roll  of  braille  paper  moving  upward  from 
the  carriage  of  the  machine. 

Quickly,  the  electric  brailler  filled  a  large  page  of  paper  with  braille 
characters  and  then  returned  to  silence,  waiting  for  more  instructions. 
It  had  reproduced  in  Grade  II  Braille  in  an  incredibly  short  time,  the 
print  copy  material  which  Mr.  Greiner  had  typed  onto  the  teletype  con- 
sole. It  was  then  possible,  had  he  wished  to  do  so,  for  Mr.  Greiner  to 
instruct  the  computer  to  repeat  this  operation  and  to  produce  further 

This  particular  hookup  of  teletype  machine  and  braille  embosser  to 
put  print  material  into  Grade  II  Braille  is  the  brainchild  of  Mr.  William 
Greiner  and  other  students  before  him.  Under  the  direction  of  Professor 
Baumann.  Mr.  Greiner  has  adapted  this  machinery  as  his  Research  Proj- 
ect for  his  Master's  Degree. 

Here  is  an  interesting  way  in  which  the  modern  computer  can  assist 
in  the  education  of  blind  children.  Teachers  who  wish  to  obtain  quickly 
two  or  three  pages  of  braille  material  to  put  in  the  hands  of  a  blind  stu- 
dent need  know  only  how  to  type  and,  in  a  matter  of  minutes,  they  can 
have  in  their  hands  the  required  braille  reproduction. 

The  use  of  equipment  of  this  kind,  of  course,  is  not  inexpensive.  The 
building  of  an  electronically  controlled  braille  embossing  machine  itself  is 
costly  and  a  modern  teletype  machine  is  not  cheap.  Funhermore,  the 
rental  of  time  on  any  of  the  busy  computers  in  use  today  is  still  very 
expensive,  though  the  costs  are  coming  down. 

How  long  it  will  be  before  systems  of  this  kind  will  be  economically 

feasible  for  schools  for  the  blind  is  still  unknown.  This  particular  equip- 
ment will  soon  be  removed  from  Perkins  and  tested  elsewhere.  How- 
ever, the  results  of  the  experiment  at  Perkins  would  seem  to  indicate 
that  the  general  concept  is  entirely  practical. 




VOL.  XXXVII,  NO.  4 

JUNE   1968 






Most  of  the  pictures  in  this  Lantern  illustrate 
the  services  Perkins  offers  deaf-blind  children 
fronn  pre-school  through  high  school. 

Table  of  Contents 

The  Deaf-Blind  Children  Act  and  Perkins 3 

Legislation  for  the  Education  of  Deaf -Blind  Children 7 

"The  Deaf -Blind  Children's  Act"   9 

Editorial — Perkins  Never  Stands  Still 14 

The  Names  Our  Buildings  Bear 16 

Names  Needed  for  Faculty  Houses   17 

On  and  Off  The  Campus 18 

Children  of  Perkins  Helped  by  Bequests 24 

Old  tractor  tires  nnake  excellent  play- 
ground equipment.  Recreation  is  of 
particular  importance  to  deaf-blind 
girls  and  boys  who  tend  to  be  unduly 

A  parent  and  a  teacher 
team  up  with  deaf-blind 
pre-schoolers  in  a  ball 

The  Deaf -Blind  Children  Act  and  Perkins 

IT  has  taken  Perkins  over  a  hun- 
dred and  thirty  years  to  develop 
its  program  for  the  education  of 
deaf-blind  children  to  its  present 
level.  In  1837,  Laura  Bridgman 
came  to  the  school,  the  first  deaf- 
blind  child  ever  to  be  educated 
successfully  anywhere,  and  we 
have  had  deaf-blind  children  with 
us  ever  since.  While  it  is  believed 
that  Perkins  now  offers  a  more 
complete  program  for  deaf-blind 
children  than  any  other  organiza- 
tion, we  are  keenly  aware  of  its 
limitations  and  the  need  for  rapid 
expansion  and  improvement. 

Our  Department  for  Deaf-Blind 
Children  has  been  educating  be- 
tween thirty  and  forty  children 
yearly,  serving  them  from  the  age 
of  five  until  they  no  longer  show 
signs  of  benefiting  from  our  pro- 
gram. This  means  that  some  pupils 
remain  with  us  until  they  earn  a 
high  school  diploma.  A  few  we 
prepare  for  college.  Others  stay  for 
lesser  amounts  of  time. 

We  have  worked  to  develop  ef- 
fective teaching  techniques  and 
have  had  some  notable  success  with 

the  vibration  method  of  teaching 
speech,  developed  by  our  staff  over 
the  last  thirty  years.  With  the  high- 
est ratio  of  trained  faculty  to  pupils 
in  any  school  known  to  us,  we  have 
tried  to  offer  each  child  the  curric- 
ulum best  suited  to  him.  Our  pro- 
gram includes  a  considerable 
amount  of  physical  education. 

We  also  devote  much  attention 
to  the  social  development  of  these 
children,  most  of  whom  share  in 
the  general  activities  of  the  blind 
pupils  with  whom  they  live.  We 
consider  that  the  social  growth  of 
a  deaf-blind  child  is  at  least  as  im- 
portant as  his  educational  growth 
and  requires  the  same  careful  at- 

A  LONE  among  schools  which  edu- 
^^  cate  the  deaf-blind,  we  offer  a 
residential  program  for  teachers  in 
training.  This  program,  originally 
given  in  association  with  Boston 
University,  is  now  offered  in  col- 
laboration with  Boston  College. 
With  the  largest  number  of  deaf- 
blind  children  collected  in  any  one 
place,   trainees   at  Perkins   are   af- 

Sense-training  begins  early. 

forded  unique  opportunities  for 
working  with  a  wide  variety  of 
pupils  of  all  ages  and  at  various 
stages  of  their  educational  growth. 

During  the  last  decade,  we  have 
tried  to  evaluate  deaf-blind  chil- 
dren of  all  ages  when  brought  to 
our  attention  and  we  have  had 
some  success  in  the  adaptation  of 
commonly  used  psychological  tests 
to  their  needs.  Some  of  this  evalua- 
tion has  been  carried  out  in  Water- 
town  with  parents  bringing  their 
children  to  us  for  this  purpose. 
Some  of  it  has  involved  a  consider- 
able amount  of  costly  travel  by  our 
staff.  No  charges  have  yet  been 
made  for  these  services  which  we 
have  hitherto  considered  as  ex- 

We  have  also  shared  what 
knowledge  we  have  acquired  by 
publishing  pamphlets  and  through 
our  film,  "Children  of  the  Silent 
Night."  This  has  played  a  part  in 
educating  workers  in  the  field  and 
the  general  public.  The  surprising 
and  increasing  demand  for  this 
film  by  television  stations  as  well  as 
colleges,  hospitals  and  clubs  both 
in  America  and  overseas  indicates 
a  growing  concern  for  deaf-blind 

THE   PRE-scHOOL   child   has   hith- 
erto    been     largely     neglected. 
There    have    been    several    reasons 

for  this.  Frequently,  we  do  not 
learn  about  a  child  until  he  is  al- 
ready five  years  or  older.  As  men- 
tioned above,  we  have  attempted  to 
offer  evaluation  to  children  of  all 
ages  when  they  have  been  brought 
to  our  attention,  and  we  have  given 
such  comfort  and  counsel  as  we 
could  to  their  parents.  For  the 
most  part,  public  funds  for  educa- 
tion do  not  encompass  the  pre- 
school years  so  what  little  we  have 
done  until  this  time  has  had  to  be 
financed  from  our  own  resources. 

There  has  been  a  change  in  this 
situation  within  the  last  few  weeks. 
Finding  that,  as  a  result  of  the  re- 
cent Rubella  waves,  there  were  a 
number  of  deaf-blind  children  in 
the  Boston  area,  we  have  opened 
Day  Nursery  Schools.  One  group 
of  six  children  comes  to  us  Mon- 
days and  Wednesdays,  and  another 
group  of  approximately  the  same 
size  on  Tuesdays  and  Thursdays. 
The  mothers,  and  in  one  case  the 
father  also,  bring  these  children 
and  remain  throughout  the  session. 
It  has  been  possible  to  obtain  funds 
for  the  bulk  of  this  expense  from 
Title  I  sources  through  the  State  of 

Nevertheless,  we  do  realize  that 
however  impressive  our  program 
may  be,  it  has  its  limitations.  Our 
contacts  with  parents,  either  here 
or  in  their  own  homes,  has  been 
entirely  inadequate.  So  that  we 
may  enlarge  our  services,  our  Trus- 
tees have  authorized  the  construc- 
tion of  a  residential  building  on 
our  campus  which  will  provide 
apartments  for  visiting  parents  and 
their  children.  It  can  also  be  used 
for  visits  by  parents  of  children 
enrolled  in  the  educational  pro- 
gram, but  it  is  anticipated  that  the 
majority  of  these  visitors  in  the 
next  few  years  will  be  bringing 
children  of  pre-school  age. 

A  second  building  is  in  the  plan- 
ning stage  which  will  provide 
school  rooms  for  the  increased 
number  of  deaf-blind  children  ex- 

A   balloon    is   not   only   fascinating    but    has   many    uses    in    sense-training. 

A    parent   watches   two    pre-schoolers    be- 
come acquainted. 

pected  in  1969.  Space  will  also  be 
provided  there  for  our  other  en- 
larged services  for  the  pre-school 
children,  for  diagnostic  and  eval- 
uative services,  for  research  and  for 
the  training  of  personnel. 

Our  diagnostic  and  evaluative 
services  need  rapid  expansion  and 
we  are  preparing  to  offer  some 
kind  of  instruction  to  practicing 
psychologists  in  dealing  with  this 
group  of  doubly  handicapped  chil- 

Mention  above  has  been  made 
of  the  importance  of  social  de- 
velopment and  this  involves  child 
care  workers  to  a  large  degree.  In- 
service  training  of  these  workers 
has  been  given  to  our  own  staff  for 
a  number  of  years  and  this  should 
be  expanded  to  include  workers 
from  other  communities.  The 
whole  program  should  be  placed  on 

a  more  formal  basis. 

OUR  research  has  been  quite 
limited  and  there  is  room  for 
much  expansion.  In  addition,  there 
is  a  great  need  for  educational  films 
demonstrating  special  techniques. 
With  the  expectation  that  other 
Centers  will  have  to  be  established 
and  the  existing  ones  also  ex- 
panded, and  with  the  expected  in- 
crease of  teacher-training  pro- 
grams, the  need  for  these  films  has 
become  urgent. 

Along  these  lines,  we  hope  to  de- 
velop our  program.  The  Deaf- 
Blind  Children's  Act  of  1967  would 
seem  to  provide  opportunities  for 
financing  these  services  on  a  scale 
hitherto  unknown.  We  hope  to  be- 
gin a  new  chapter  in  the  history  of 
the  education  of  the  deaf-blind  at 
Perkins  as  well  as  elsewhere. 

The  new  Legislation  offers  promise  to 
deaf-blind  children  of  all  ages. 

Legislation  for  the  Education  of  Deaf-Blind  Children 

THE  Elementary  and  Secondary 
Education  Act  of  1967  con- 
tained a  Section  dealing  with  the 
deaf-blind.  Extracts  from  the  Bill 
are  as  follows: 




SEC.  609  (a)  It  is  the  purpose 
of  this  part  to  provide,  through  a 
limited  number  of  model  centers 
for  deaf-blind  children,  a  program 
designed  to  develop  and  bring  to 
bear  upon  such  children,  beginning 
as  early  as  feasible  in  life,  those 
specialized,  intensive  professional 
and  allied  services,  methods,  and 
aids  that  are  found  to  be  most 
effective  to  enable  them  to  achieve 
their  full  potential  for  communica- 
tion with  and  adjustment  to  the 
world  around  them,  for  useful  and 
meaningful  participation  in  society, 
and  for  self-fulfillment. 

(b)  The  Secretary-  is  authorized, 
upon  such  terms  and  conditions 
(including  those  sped^ed  in  sub- 
section Cdj  (1) )  as  he  deems  appro- 
priate to  carry  out  the  purposes  of 
this  part,  to  make  grants  to  or  con- 
tracts with  public  or  non-profit  pri- 
vate agencies,  cH-ganizations,  or  in- 
stitutions to  pay  all  or  part  of  the 
cost  of  establishment  (including, 
when  necessary,  ccmstruction)  or 
operation,  or  both,  of  centos  for 
deaf-blind  children. 

(c)  In  determining  whether  to 
make  a  grant  or  contract  uiKta* 
subsection  (b),  the  Secretary  shall 
take  into  consideration  the  need  for 
a  center  for  deaf-blind  children  in 
the  light  of  the  general  availability 
and  quality  of  existing  services  for 
such  children  in  the  part  of  the 
country  involved. 

(d)  (1)  A  grant  or  contract  pur- 
suant to  subsection  (b)  shall  be 
made  only  if  the  Secretary  deter- 

mines  that  there  is  satisfactory  as- 
surance that  the  center  will  provide 
such  services  as  he  has  by  or  pur- 
suant to  regulation  prescribed,  in- 
cluding at  least — 

(A)  comprehensive  diagnostic  and 
evaluative  services  tor  deaf-blind 

(B)  a  program  for  the  adjust- 
ment, orientation,  and  education  of 
deaf-blind  children  which  inte- 
grates all  the  professional  and  al- 
lied services  necessary  therefor; 

(C)  effective  consultative  services 
for  parents,  teachers,  and  others 
who  play  a  direct  role  in  the  lives 
of  deaf-blind  children  to  enable 
them  to  understand  the  special 
problems  of  such  children  and  to 
assist  in  the  process  of  their  ad- 
justment, orientation,  and  educa- 

(2)  Any  such  services  may  be 
provided  to  deaf-blind  children 
(and,  where  applicable,  other  per- 
sons) regardless  of  whether  they  re- 
side in  the  center,  may  be  provided 
at  some  place  other  than  the  center, 
and  may  include  the  provision  of 
transportation  for  any  such  chil- 
dren (including  an  attendant)  and 
for  parents. 

(e)  The  ^Secretary  is  further  au- 
thorized, either  as  part  of  any  grant 
or  contract  under  subsection  (b),  or 
by  separate  grant  to  or  contract 
with  an  agency,  organization,  or 
institution  operating  a  center  meet- 
ing the  requirements  prescribed  by 
or  pursuant  to  subsection  (d),  to 
provide  for  the  payment  of  all  or 
part  of  the  cost  of  such  activities 
as — 

(1)  research  to  identify  and 
meet  the  full  range  oi  special  needs 
oi  deaf-blind  children; 

(2)  development  or  demonstra- 
tion of  new,  or  improvements  in 
existing,  methods,  approaches,  or 
techniques  which  would  contribute 
to  the  adjustment  and  education  oi' 
deaf-blind  children; 

(3)  training  (either  directly  or 
otherwise)  of  professional  and 
allied  personnel  engaged  or  prepar- 
ing to  engage  in  programs  specifi- 
cally designed  for  deaf-blind  chil- 
dren, including  payment  of 
stipends  for  trainees  and  allowances 
for  travel  and  other  expenses  for 
them  and  their  dependents;  and 

(4)  dissemination  oi  materials 
and  information  about  practices 
found  effective  in  working  with 
deaf -blind  children. 

(f)  For  purposes  of  this  part, 
the  term  "construction"  includes, 
in  addition  to  those  matters  set 
forth  in  section  701  (b),  construc- 
tion of  residential  facilities;  and 
the  cost  of  construction  shall  be 
deemed  to  include  the  cost  of  ac- 
quisition of  land  in  connection 
with  any  of  the  foregoing,  but  not 
the  cost  of  off-site  improve- 
ments.— .   .   .   . 

(h)  For  purposes  of  this  part, 
the  determination  of  children  who 
are  both  deaf  and  blind  shall  be 
made  in  accordance  with  regula- 
tions of  the  Secretary. — 

Deaf-blind    children    have    their    share    of 
creative  ability. 

International  gab-fest 

Left  to  Right:  Anna  Lan  of  South 
Vietnam,  Chan  Poh  Lin  of  Singa- 
pore and  Kathy  Eames  of  Wil- 
mington, Massachusetts.  Poh  Lin 
is  deaf  and  blind. 

"The  Deaf-Blind  Children's  Act" 

THE  Section  of  the  Elementary 
and  Secondary  Education  Act 
of  1967  providing  Federal  support 
for  a  limited  number  of  Deaf-Blind 
Centers  is  full  of  significance. 

Currently,  there  are  seven  schools 
for  the  blind  in  the  United  States 
listed  as  serving  deaf-blind  chil- 
dren. These  are,  besides  Perkins, 
The  Alabama  Institute  for  Deaf 
and  Blind  in  Talladega,  The  Cali- 
fornia School  for  the  Blind  in 
Berkeley,  The  Illinois  Braille  and 
Sight  Saving  School  in  Jackson- 
ville, The  Michigan  School  for  the 
Blind  in  Lansing,  The  New  York 
Institute  for  the  Education  of  the 
Blind  in  New  York  City  and  The 
Washington  State  School  for  the 
Blind  in  Vancouver.  The  total  en- 
rollment of  children  in  these 
schools  is  approximately  one  hun- 
dred, with  about  two-thirds  of 
them  enrolled  in  Perkins  and  in 
the  school  in  Alabama. 

While  these  Centers  have  ac- 
commodated most,  if  not  all,  of 
the  deaf-blind  children  seeking  ad- 
mission to  them  in  recent  years, 
they  probably  will  not  be  able  to 
admit  the  large  numbers  of  chil- 
dren now  of  pre-school  age  who 
became    the    victims    of    maternal 

Rubella  in  1964-1965.  More  facili- 
ties are  urgently  needed  and,  in- 
deed, this  Bill  probably  comes  too 
late  to  have  any  significant  effect 
upon  these  children  during  their 
pre-school  years  or  upon  the  ma- 
jority of  them  for  several  years  be- 
yond that.  Eventually,  however,  it 
should  make  it  possible  for  all 
deaf-blind  children  in  the  United 
States  to  receive  adequate  educa- 
tional and  other  services. 

However,  the  Bill  aims  at  pro- 
viding more  than  an  increase  in 
present  services.  It  provides  for 
new  services  as  well. 

The  Pre-School  Child 

In  the  opening  paragraph  of 
this  Section  of  the  Act,  it  is  stated 
that  the  program  is  designed  "to 
develop  and  bring  to  bear  upon 
such  children,  beginning  as  early 
as  feasible  in  life,  those  special- 
ized, intensive  professional  and  al- 
lied services,  methods,  and  aids  that 
are  found  to  be  most  effective  to 
enable  them  to  achieve  their  full 
potential  for  communication  with 
and  adjustment  to  the  world 
around  them,  for  useful  and  mean- 
ingful participation  in  society,  and 
for  self-fulfillment." 

New  Buildings  Due  for  Construction — 

Top.  This  residential   building  will  house   parents  and  their  blind  and 
deaf-blind  children  on  campus  for  evaluation. 

Bottom.   This    educational    building    will    permit    our    department   for 
deaf-blind  children  to  expand  two-fold. 




The  emphasis  on  the  importance 
of  making  these  services  available 
at  the  earliest  possible  age  is  most 
important.  This  is  an  area  in  which 
services  to  the  deaf-blind  have,  to 
a  very  large  extent,  been  sadly  de- 
ficient. The  shortage  of  pediatricians 
and  other  child  workers  who  have 
had  experience  with  the  deaf-blind 
is,  of  course,  a  natural  result  of  the 
fewness  of  these  children  in  society 
as  a  whole.  Until  now,  there  have 
been  few  occasions  where  more 
than  one  or  two  such  children  have 
been  found  together  in  the  same 
community.  This  situation  has 
changed  in  recent  years  and  a  large 
number  of  professionals  and  others 
are  attempting  to  apply  their  spe- 
cialized knowledge  to  deaf-blind 
children  coming  under  their  care. 
Such  work,  however,  has  been 
highly  uneven  both  in  quality  and 
in  quantity  throughout  the  United 
States  and  it  is  hoped  that  even- 
tually with  the  assistance  of  this 
Bill,  this  situation  can  be  cor- 


The  Act  recognizes  the  need  for 
research  to  identify  and  meet  the 
full  range  of  special  needs  of  deaf- 
blind  children  and  gives  particular 
attention  to  the  training  of  all 
types  of  persons  who  will  be  in- 
volved in  their  education. 

This  Bill  is  a  companion  to  one 
passed  a  few  months  before  by  the 
Rehabilitation  Services  Administra- 
tion which  calls  for  the  establish- 
ment of  a  National  Center  for  the 
Adult  Blind,  including  young 
adults.  While  the  guidelines  for 
carrying  out  this  Bill  have  ap- 
parently not  yet  been  prepared,  it 
is  expected  that  they  will  be  re- 
leased before  very  long.  The  two 
Bills  together  promise  a  brighter 
future  for  deaf-blind  persons  of  all 
ages.  Undoubtedly,  there  will  be 
delays  in  bringing  these  Bills  to 
their  full  fruition  because  of  the 
shortage  of  money  at  this  time, 
but  eventually  they  should  lead  to 
an  entirely  new  level  of  living  for 
the  deaf-blind. 

EMPHASIS  is  also  placed  on  ''com- 
prehensive, diagnostic  and  eval- 
uative services."  This,  of  course, 
applies  not  only  to  the  pre-school 
child,  but  to  the  child  throughout 
his  career  since  evaluation  does 
have  to  continue  throughout  his 
school  years.  Again,  the  same 
shortage  of  experienced  persons 
has  limited  efforts  in  this  direction 
hitherto.  Hopefully,  seminars,  in- 
stiti  tes  or  even  short-term  courses 
can  be  provided  to  give  psycholo- 
gists and  others  experience  in  work- 
ing with  these  children. 

Consultative  services  to  parents 
are  not  overlooked  in  the  Bill, 
though  very  little  of  this  has  been 
made  available  to  parents  hitherto. 

The    Perkins    Tower    overlooks    the    Oliver 
Cottage  playground. 


Mrs.  Gertrude  S+enquist  tempts 
a  little  deaf-blind  girl  to  un- 
cover hidden  talents. 

A  child  with  little  sight  must  learn  how  to  use  it  effectively. 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


Perkins  Never  Stands  Still 

MUCH  space  has  been  devoted  in  this  issue  of  The  Lantern  to  the  Deaf- 
Blind  Children's  Act.  This  is  an  important  Bill  whose  impact  on 
our  school  will  be  considerable,  and  the  attention  we  have  given  to  it 
is  highly  desirable. 

However,  the  emphasis  placed  on  our  services  for  the  deaf-blind  may 
obscure  what  we  are  doing  for  our  other  children,  who  are  in  the 
majority.  At  present  the  deaf-blind  represent  between  ten  and  twelve 
per  cent  of  our  total  enrollment  and  we  do  not  expect  this  group  will  ex- 
ceed a  third  of  the  whole  in  the  foreseeable  future. 

Each  year  there  are  new  developments  in  our  program  for  the  blind, 
and  new  attempts  to  seek  out  the  best  ways  of  serving  them.  Perkins 
never  stands  still.  Each  year  an  increasing  number  of  our  staff  are  en- 
abled to  take  special  courses  to  improve  their  teaching  techniques.  When 
necessary,  released  time  is  granted  and  the  school  pays  part  or  all  of  the 
tuition.  With  an  increasing  number  of  important  courses  available  in  the 
Boston  area  throughout  the  year  and  throughout  the  country  during  the 
summer  vacations,  more  of  our  faculty  have  benefited  in  this  way  than 


ever  before.  This  year  special  attention  is  being  given  to  courses  dealing 
with  the  perceptually  dysfunctioning  child,  but  we  are  also  keeping 
abreast  of  the  latest  advances  in  teaching  mathematics  and  science. 

There  is  a  bewildering  amount  of  new  equipment  available  in  Amer- 
ican schools  and  a  wide  variety  of  new  techniques  in  use.  Not  all  of  them 
are  good.  The  newest  is  not  always  the  best.  This  year  Perkins  has  made 
a  major  study  of  advanced  teaching  techniques  to  determine  which  of 
them  can  best  be  applied  to  our  needs.  The  results  of  this  study  will  be 
published  shortly. 

The  world  seems  to  move  faster  every  year  and  we  have  to  run  faster 
or  be  left  behind.  Handicapped  children  cannot  afford  to  be  among 
the  laggards,  and  their  teachers  mast  be  adequately  prepared  to  help 
them  meet  present  challenges  and  the  uncertainties  of  the  future.  This 
applies  to  all  our  children  whatever  their  handicap  may  be. 


Edw^ard  J.  Waterhouse,  Director 

Helen  Keller 

June  27,  1880-June  1,  1968 

News  of  Helen  Keller's  death  came  as  this  issue  of  the  Lan- 
tern was  in  the  process  of  publication. 

Fifty-nine  girls  and  boys  of  the  Upper  School  Choir  flew  to 
Washington  on  June  5th  to  sing  at  her  funeral  in  the  National 
Cathedral  where  two  years  ago  they  sang  on  the  occasion  of  the 
One  Hundredth  Anniversary  of  the  birth  of  Anne  Sullivan. 

Twenty  other  members  of  the  Perkins  family  flew  with  them, 
including  Gayle  Sabonaitis  and  Chan  Poh  Lin,  both  of  whom 
are  deaf-blind  pupils  who  knew  Miss  Keller.  Included  also  were 
three  members  of  the  faculty  who  in  1966  were  awarded  Anne 
Sullivan  medals.  They  were  Mrs.  Gertrude  Stenquist,  Mrs.  Rose 
Vivian  and  Mr.  Leo  Queenan. 


Anagnos  Courtyard  is 
named  for  Director  Mi- 
chael Anagnos.  Anagnos 
Cottage  (on  left)  for 
his  wife  Julia  Romana, 
the  eldest  daughter  of 
Dr.  Samuel  GridI  ey 

The  Names  Our  Buildings  Bear 

THE  buildings  on  the  Watertown 
Campus  are  named  after  a  vari- 
ety of  persons  who  have  been  of 
importance  in  the  school's  history. 

First  of  all,  of  course,  there  are 
our  Founders.  It  was  Dr.  John  D 
Fisher  for  whom  a  cottage  is 
named  who,  seeing  a  school  for 
blind  children  in  Paris,  brought 
back  the  idea  to  Boston.  Strictly 
speaking,  he  is  our  Founder  for  it 
was  he  and  his  friends  who  ob- 
tained our  Charter  and  hired  Dr. 
Samuel  Gridley  Howe  to  be  the 
school's  first  Director,  a  position  he 
held  for  forty-five  years.  Howe  is, 
of  course,  remembered  in  the  Howe 
Building,  the  main  headquarters  of 
the  school. 

The  first  classes  met  in  the  home 
of  Dr.  Howe's  father,  but  rapidly 
moved  into  the  home  of  Thomas 
Handasyd  Perkins.  This  generous 
and  wealthy  merchant  made  it 
possible  for  the  school  to  acquire  a 
large  hotel  in  South  Boston  which 
was  to  be  its  headquarters  for 
seventy-five  years.  For  this,  the 
school  took  his  name. 

Benefactors,  of  course,  have 
played  a  major  role  in  the  school 
and  among  those  honored  by  Cot- 
tages are  Mrs.  Helen  Curtis  Brad- 

lee  who  is  remembered  as  a  warm 
and  generous  friend  to  small  blind 
children.  Peter  C.  and  Edward 
Brooks  were  early  Trustees,  Presi- 
dents and  benefactors.  Joseph  Beal 
Glover  was  a  Trustee  and  bene- 
factor. William  Oliver  of  Dor- 
chester was  a  large  donor  in  the 
early  days  of  the  school.  Mrs. 
Sarah  E.  Potter  was  a  generous 
benefactor  to  the  kindergarten  when 
it  was  established  in  Jamaica  Plain. 
Eugene  Tompkins  was  perhaps  the 
largest  benefactor  of  them  all. 

Other  Trustees  who  are  re- 
membered in  our  Cottage  names 
are  Dr.  Samuel  Eliot,  President  of 
the  Corporation  for  more  than  a 
quarter  of  a  century  and  Samuel 
May,  also  a  long-time  Trustee  and 
President  of  the  Corporation.  The 
Director's  Cottage  had  been  named 
after  Robert  H.  Hallowell,  a  long- 
term  Trustee. 

The  only  pupil  in  the  school  to 
be  remembered  in  a  cottage  name 
was  Laura  Bridgman  who,  being 
the  first  deaf-blind  pupil  ever  to 
be  educated,  is  of  historic  im- 
portance. Miss  Gazella  Bennett  was 
a  long-time  Principal  of  the  Girls' 
School  and  Miss  Maria  C.  Moul- 
ton,  a  much  beloved  housemother 


for  many  years. 

Anagnos  Cottage  is  named  in 
memory  of  Mrs.  Julia  Romana 
Anagnos,  who  was  the  daughter  of 
our  first  Director  and  the  wife  of 
the  second.  Her  names  derives 
from  the  fact  that  she  was  born  in 
Rome,  Italy.  Like  her  husband, 
Michael  Anagnos,  she  took  a  great 
interest  in  the  establishment  of  the 
kindergarten.  Anagnos  Courtyard, 
around  which  the  Lower  School 
buildings  are  situated,  bears  Anag- 
nos' bust  and  is  named  in  his  mem- 

The  most  recent  cottage  to  be 
named  is  the  Keller-Macy  Cottage 
for  Helen  Keller  and  her  teacher, 
Mrs.  Anne  Sullivan  Macy.  This 
cottage  was  actually  dedicated  by 
Helen  Keller  herself  in  1956  and  is 
the  headquarters  of  our  program 
for  deaf-blind  children. 

Our  third  Director,  Edward  E. 
Allen,  is  most  appropriately  re- 
membered by  Allen  Chapel  where 
the  Upper  School  holds  assemblies 
each  morning.  These  assembly  pro- 
grams were  very  close  to  Mr. 
Allen's  heart. 

Names  Needed  for  Faculty  Houses 

THERE  are  two  faculty  houses  on 
the  Watertown  campus  which 
are  known  by  the  offices  of  their 
occupants.  These  are  the  Princi- 
pal's Residence  occupied  by  Mr. 
Smith  and  his  family  since  1954 
and  the  Bursar's  Residence  occu- 
pied by  the  Hemphills  since  1940. 
This  will  be  occupied  next  year  by 
our  new  Bursar,  Mr.  Donald  F. 
Baumgartner  and  his  family. 

Mr.  Smith  became  Assistant  Di- 
rector in  1967  and  so  his  residence 
currently  bears  a  misleading  name. 
Few  people  will  accustom  them- 
selves to  the  clumsy  designation  of 
Assistant  Director's  Residence.  In 
addition,  it  is  by  no  means  improb- 
able that  at  some  time  faculty 
changes  might  lead  to  other  school 
officials  moving  into  either  of  these 
cottages  as  happened  twice  before 
with  the  Principal's  House. 

The  Trustees  are  welcoming  sug- 
gestions for  suitable  names  for 
these  houses.  They  prefer  the 
names  of  teachers  or  housemothers 
who  have  played  important  roles  in 
the  lives  of  Perkins  pupils,  but  the 
names  of  influential  Perkins  pupils 

will  also  be  considered. 

All  past  and  present  Perkins  pu- 
pils whether  or  not  they  are  gradu- 
ates are  invited  to  send  me  their 
suggestions  for  the  names  of  these 
two  houses  by  September  1st,  giv- 
ing me  the  reasons  for  their  choice. 

All  staff  members  past  and  pres- 
ent are  also  invited  to  do  the  same, 
but  most  weight  will  be  attached  to 
the  pupils'  suggestions. 

The  final  choice  will,  of  course, 
be  made  by  the  Trustees,  probably 
at  their  September  meeting. 

The  name  of  a  school  building 
has  a  limited  effect  on  its  users  who 
identify  the  name  with  the  building 
and  not  the  building  with  the  per- 
son whose  name  it  bears.  Yet  this 
occasion  provides  what  we  have 
reason  to  believe  will  be  a  welcome 
opportunity  for  Perkins  folk  to  ex- 
press their  feelings  about  men  and 
women  who  have  influenced  their 

I  hope  to  receive  many  sugges- 
tions in  the  weeks  immediately 

Edward  J.  Waterhouse 




Commencement  1968 

THERE  are  twenty  students  in  the 
Senior  Class  of  1968  who  re- 
ceived their  diplomas  on  June  7th. 
Of  these,  twelve  are  either  going  di- 
rectly into  College,  or  will  do  so 
after  a  postgraduate  year.  This  is 
one  of  the  highest  percentages  of 
college  students  in  recent  years. 

Of  the  others,  one  expects  to 
pick  up  a  career  in  computer  pro- 
gramming, while  others  are  consid- 
ering secretarial  courses. 

The  Graduation  Speaker  was 
Egbert  N.  Peeler,  former  Superin- 
tendent of  the  Governor  Morehead 
School  in  Raleigh,  North  Carolina. 

136th  Annual  Report 

THE  136th  Annual  Report  for 
Perkins  School  for  the  Blind 
dealing  with  the  school  year  ending 
1 967  is  now  available.  Persons  who 
do  not  receive  this  report  annually 
may  request  a  copy  from  the  Direc- 

tor's Secretary,  or  may  ask  to  have 
their  names  placed  on  the  regular 
mailing  Hst. 

Permission  to  reprint  portions  of 
the  Annual  Report  should  be  re- 
quested from  the  Director. 

Perkins  Holds  a  ''Primary" 

ON  April  30th  when  Massachu- 
setts voters  were  going  to  the 
polls  for  their  Presidential  Primary, 
the  students  and  staff  of  Perkins 
voted  on  the  school  campus. 

While  the  votes  followed  rather 
closely  those  of  Massachusetts  as  a 
whole,  the  student  body  voted 
more  heavily  for  the  Democrats 
than  did  the  staff.  McCarthy  and 
Kennedy  both  received  heavy 
votes,  but  over  twice  as  high  a  per- 

centage of  the  staff  voted  for 
Nixon,  whom,  unlike  the  pupils, 
they  preferred  to  Rockefeller. 

On  a  Referendum  on  Vietnam, 
the  school  as  a  whole  voted  7% 
for  greater  escalation,  24%  for 
gradual  escalation,  51%  for  gradual 
de-escalation  and  18%  for  a  com- 
plete pull  out. 

The  Primary  was  organized  by 
the  Social  Studies  Class  and  was 
preceded  several  days  earlier  by  a 
registration  of  eligible  voters. 


Annual  Fashion  Show 

UNDER  the  direction  of  Miss 
Eleanor  Beissel,  assisted  by 
Mrs.  Billie  Louise  Bentzen,  girls  of 
the  Upper  School  held  their  An- 
nual Fashion  Show  in  Dwight  Hall 
on  May  21st.  The  pupils  who  mod- 
eled the  clothes  they  made  them- 
selves displayed  sports  clothes  and 
clothes  for  casual  and  formal  wear. 

Music  was  provided  by  a  student 
ensemble  and  refreshments  pre- 
pared and  offered  by  the  Girls 
Home  Economics  Class.  Thirty- 
four  pupils  participated  including 
Carol  Crowley,  a  member  of  this 
year's  Graduating  Class  who  mod- 
eled a  satin  gown  trimmed  with 
lace  which  she  had  worn  the  week 
before  at  the  Senior  Prom. 

Gifts  to  Industrial  Arts  Department 

MR.  W.  W.  HowAT,  the  Head  of 
our  Industrial  Arts  Depart- 
ment, reports  the  receipt  of  many 
valuable  gifts  this  year,  including 
a  complete  cutaway  engine  and 
chassis  of  a  Volkswagen  from  the 
Volkswagen  of  New  England. 

In  addition,  the  auto  mechanics 
class  received  from  the  Champion 
Spark  Plug  Company  a  large  model 
of  a  spark  plug  with  instructional 
material,  the  Perfect  Circle  Corpo- 

ration sent  us  a  set  of  castings 
showing  how  piston  rings  are  made, 
the  Eclipse  Manufacturing  Com- 
pany provided  us  with  a  cutaway 
model  of  a  coaster  brake,  the  Koh- 
ler  Plumbing  Company  gave  us  cut- 
away valves  and  a  demonstration 
sink  set  for  our  Home  Economics 
Course  and  the  Bemat  Company 
sent  us  during  the  year  several 
boxes  of  yarn  which  is  very  useful 
in  our  knitting,  crafts  and  weaving 


Ceramics  is  taught  to 
blind  and  deaf-blind  alike. 

Army  and  Navy  Visit  Perkins 

DURING  the  spring,  Perkins  was 
honored  by  visits  from  crew 
members  of  the  U.S.S.  Wright,  a 
Command  Communication  Ship 
which  was  paying  a  visit  to  Boston. 
Members  of  the  crew  spoke  to 
our  pupils  in  Allen  Chapel  and  an- 
swered many  questions  about  their 
important  ship  and  before  leaving 
presented  souvenirs  to  the  boys  and 

On  May  2nd,  the  19th  Army 
Band  stationed  at  Fort  Devens, 
Massachusetts  presented  an  excel- 
lent Concert  under  the  direction  of 
Warrant  Officer  Callender,  through 
the  courtesy  of  General  Kelley  B. 
Lemon,  Commanding  Officer  of 
the  Camp. 

In  addition  to  the  usual  Army 
Marches,  the  Band  gave  some  ex- 
cellent renderings  of  popular  and 
classical  music. 

"Ten  Little  Indians" 

Presented  by 

ON  May  14th  and  15th,  the  Per- 
kins' Drama  Club  presented 
Agatha  Christie's  thriller,  "Ten  Lit- 
tle Indians." 

The  Drama  Club  was  directed 
by  Mr.  Anthony  Ackerman  of  the 
English  faculty  who  was  ably  as- 
sisted by  many  of  the  staff  includ- 
ing particularly  Mrs.  Carol  Paine 
who  was  responsible  for  an  excel- 

Drama  Club 

lent  stage  setting. 

The  cast  carried  the  suspense  ad- 
mirably to  the  end,  keeping  the  au- 
dience completely  at  a  loss  as  to 
who  was  committing  the  multiple 

The  Drama  Club  generously  do- 
nated 50%  of  the  proceedings  to 
the  Fund  for  Blind  Children 

Music  Festival  at  Perkins 

As  one  of  the  participating  schools 
^  was  unable  to  act  as  host  this 
year,  the  Music  Festival  came  to 
Perkins  ahead  of  schedule.  We  en- 

joyed acting  as  hosts  to  the  choruses 
from  The  Maryland  School  for  the 
Blind,  The  Overbrook  School  for 
the  Blind,  The  New  York  Institute 


for  the  Education  of  the  Bhnd,  The 
New  York  State  School  for  the 
Blind  in  Batavia,  The  Pennsylvania 
School  for  the  Blind  in  Pittsburgh 
and  the  Oak  Hill  School  in  Hart- 
ford, Connecticut. 

As  host  school,  it  was  our  privi- 
lege to  prepare  musical  entertain- 
ment on  the  Friday  evening.  An 
original  musical  drama  based  on 
the  life  of  Mozart  was  written  by 
Mr.    Anthony    Ackerman    of    the 

Perkins  Music  faculty  and  ably 
presented  by  various  piano  soloists 
among  our  student  body  and  by 
members  of  the  Glee  Club. 

On  Saturday,  each  school  pre- 
sented musical  numbers  and  re- 
hearsed for  the  joint  choral  concert 
in  the  evening.  The  program  for 
the  joint  chorus  which  was  con- 
ducted by  Mr.  Paul  L.  Bauguss,  the 
Perkins  Director  of  Music,  was  as 


Twelfth  Annual  Music  Festival,  Schools  for  the  Blind,  Eastern  Region 

Watertown,  Massachusetts 
April  27,  1968,  8:15  P.M. 


Let  Thy  Hand  Be  Strengthened 

"Let  Thy  Hand  Be  Strengthened" — Allegro 

"Let  Justice  and  Judgment" — Larghetto 

"Allelujah" — Allegro 
"Here,  Yet  Awhile"  from  "St.  Matthew  Passion" 

In  fond  memory  of  Dr.  Harold  Gilbert,  Overbrook  School 
"Gloria"  from  Mass  in  E  flat 

George  Frederick  Handel 

Johann  Sebastian  Bach 

Franz  Schubert 

Andante  (second  movement)  from  Pianoforte  Concerto 
Otis  Stoup,  pianist  accompanied  by  Mr.  Jack  Beyers, 
Music  Faculty — Maryland  School  for  the  Blind 

Aram  Khachaturian 

Festival  Te  Deum 

"Sure  On  This  Shining  Night" 

"O  Magnum  Mysterium" 

"Blossoms  of  Oranges"  opening  Chorus  of  Peasants 

from  the  opera  "Cavalleria  Rusticana" 
"Mary's  Blessing  and  Farewell"  from  "Wonder  Tidings" 
"Beat!  Beat!  Drums!"  from  "Drum  Taps" 

Gustav  Hoist 

Samuel  Barber 

Tomas  Luis  da  Victoria 

Pietro  Mascagni 

John  La  Montaine 
Howard  Hanson 

Accompaniment  provided  by  faculty  and  students — Perkins  School  for  the  Blind 
Mr.  Leonid  Milius,  Organist  Percussion:  Ellis  Hall 

Mr.  Henry  Santos,  Pianist  Russell  Deming 

Miss  Adele  Trytko,  Harpist  John  Baker 

Trumpets:  Nevzat  Adil,  Bruce  Alexander 

Participating  Schools  and  Music  Directors: 
New  York  Institute,  Miss  Elizabeth  Thode 
New  York  State  School,  Mr.  John  Grapka 
Connecticut  Institute,  Mr.  James  Hayes 
Maryland  School,  Mr.  Jack  Beyers 
Overbrook  School,  Mrs.  Jane  Moore 
Perkins  School,  Mr.  Paul  Bauguss 


Dr.  Allen  Occupies 
New  Post 

HENRY  F.  Allen,  M.D.,  a  Per- 
kins Trustee  and  prominent 
Boston  ophthalmologist  and  an 
authority  on  infections  of  the  eye, 
has  been  named  Chairman  of  the 
Department  of  Ophthalmology, 
Harvard  Medical  School,  and  Chief 
of  the  Department  of  Ophthalmol- 
ogy, Massachusetts  Eye  and  Ear 

Dr.  Allen's  principal  interests  in 
clinical  ophthalmology  have  been  in 
pre-school  vision  testing  and  the 
prevention  of  infection  in  ocular 
surgery.  He  developed  a  picture 
test  which  is  used  widely  in  pre- 
school vision  screening  programs, 
in  Operation  Head  Start  and  in  the 
City  of  Boston's  Department  of 
Health  and  Hospitals. 

As  chairman  of  the  Infirmary's 
Committee  on  Hospital  Infection, 
he  heads  a  team  that  has  been  re- 
sponsible for  reducing  the  Infir- 
mary's post-operative  infection  rate 
to  what  may  be  the  lowest  in  the 

A  man  whose  concern  for  others 
is  reflected  in  both  his  professional 
and  non-professional  activities,  Dr. 
Allen  provides  medical  care  on  al- 
ternate years  to  the  Sioux  Indians 
at  Pine  Ridge,  South  Dakota  and 
the  natives  of  the  Amazon  jungle 
at  the  Binder-Schweitzer  Hospital 
in  Pucallpa,  Peru. 

Dr.  Allen  has  served  on  medical 
advisory  committees  of  the  Unitar- 
ian-Universalist  Service  Committee 
and  the  Episcopal  Church's  Amer- 
ican Indian  Work  committee.  He 
is  a  vestryman  of  Trinity  Church, 
Boston,  a  trustee  of  Episcopal 
Theological  School  and  Perkins 
Institute  for  the  Blind,  and  a  di- 
rector of  the  Channing  Home  in 

Dr.  Henry  F.  Allen 

"Concept  Display" 
by  Mr.  Goldish 

IN  the  course  of  his  studies  on  the 
applicability  of  advanced  teach- 
ing aids  to  the  education  of  the 
blind,  Mr.  Goldish  collected  a  con- 
siderable number  of  items  which 
might  be  used  by  teachers  of  the 
blind,  both  at  Perkins  and  else- 

For  several  days,  these  items 
were  on  display  in  our  new  Re- 
search Library  where  they  aroused 
considerable  interest  by  our  staff 
and  by  a  certain  number  of  our  pu- 
pils also. 

Because  of  the  national  signifi- 
cance of  this  study,  the  American 
Printing  House  for  the  Blind  is  co- 
operating with  Perkins  in  duplicat- 
ing as  much  of  this  display  as  pos- 
sible in  the  exhibition  areas  at  the 
Royal  York  Hotel  in  Toronto 
during  the  forthcoming  Conference 
of  the  American  Association  of  In- 
structors for  the  Blind.  The  coop- 
eration of  the  American  Printing 
House  in  this  matter  is  greatly  ap- 


In  Memoriam 



FRED  Walsh  was  bom  in  South 
Boston,  Massachusetts  on  Octo- 
ber 10,  1882  and  entered  the  kin- 
dergarten in  Jamaica  Plain  on  Sep- 
tember 18,  1889.  When  he  was 
transferred  to  South  Boston  in 
1894,  his  report  carried  a  descrip- 
tion which  was  prophetic  of  his 
adult  life.  It  stated  that  he  was  "the 
best  boy  that  ever  entered  the  kin- 
dergarten,— faithful,  honest  and  in- 

Fred  Walsh  was  graduated  with 
the  Class  of  1900  but  as  frequently 
happened  in  the  early  days  of  the 
century  when  employment  was  ex- 
tremely difficult  for  the  blind, 
graduates  returned  to  Perkins  for 
extra  courses.  Fred  did  so  and  he 
took  the  normal  course  to  become 
a  teacher  of  piano. 

In  1917,  he  joined  the  staff  of 
the  Massachusetts  Division  of  the 
BHnd  where  he  remained  until  re- 
tiring on  his  70th  birthday  in  1952. 

Fred  received  the  Founder's 
Award  of  the  Massachusetts  Coun- 
cil of  Organizations  for  the  Blind 
in  1959.  He  also  served  in  many 
ways  over  long  periods  of  time 
with  other  voluntary  agencies  in 
the  Boston  area.  He  helped  found 
the  National  Braille  Press  in  the 
1920s  and  was  active  in  Music 
Braille  transcription  for  the  Massa- 
chusetts Association  for  the  Adult 

In  February  1959,  Fred  Walsh 
retired  from  his  position  as  organ- 
ist of  St.  Brigid's  Church  in  South 
Boston,  a  position  which  he  had 
held  for  forty-five  years.  It  is  be- 
lieved that  this  is  the  longest  term 
of  office  of  any  blind  organist  in 

At  the  Perkins  Graduation  in 
June  1966,  Dr.  Augustus  Thorn- 
dike,  the  President,  on  behalf  of 
the  Trustees,  awarded  Fred  Walsh 
a  Certificate  of  Merit.  The  Citation 
which  accompanied  this  stated  that 
Perkins  Trustees  "have  always  rec- 
ognized that  among  the  school's 
most  precious  assets  are  those  men 
and  women  who,  having  been 
graduated  from  Perkins,  have  en- 
riched the  lives  of  their  communi- 
ties through  their  ability,  integrity 
and  unselfish  service.  The  Trustees 
particularly  value  those  men  and 
women  who  devoted  their  lives  to 
serve  other  blind  people". 

Fred  Walsh  was  always  a  very 
loyal  supporter  of  Perkins,  fre- 
quently giving  to  his  school  credit 
for  his  success  in  later  life.  He  was 
one  of  the  few  remaining  pupils  of 
Michael  Anagnos  and  was  still  as- 
sociated with  the  school  when  Dr. 
Allen  became  the  third  Director. 

Fred  Walsh  died  on  April  18, 


Children  of  Perkins  Helped  by  Bequests 

rr^HE  NINETEEN  SIXTIES  may  long  be  remembered  as  the  decade 
^  when  American  educators  made  unparalleled  efforts  to  im- 
prove their  programs.  This  has  happened  in  regular  schools 
from  kindergarten  to  college  and  beyond.  In  special  education 
similar  things  are  happening. 

For  135  years  Perkins  has  pioneered  in  the  education  of 
blind  and  deaf-blind  children,  supported  always  by  gifts  and 
bequests.  Never  have  these  been  as  important  as  they  are  today 
for  there  have  never  been  so  many  new  channels  of  knowledge 
open  for  our  exploring. 


I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for 
THE   Blind,   a   corporation   duly   organized    and   existing   under   the 
laws  of  the  Commonwealth  of  Massachusetts,  the  sum  of 
dollars  ($  ),  the  same  to  be  applied  to  the  general  uses 

and  purposes  of  said  corporation  under  the  direction  of  its  Board 
of  Trustees;  and  I  do  hereby  direct  that  the  receint  of  the  Treasurer 
for  the  time  being  of  said  corporation  shall  be  a  sufficient  discharge  to 
my  executors  for  the  same. 

f  The  address  of  the  Treasurer  of  the  corporation  is  as  follows: 


Fiduciary  Trust  Co.,  10  Post  Office  Square,  Boston,  Mass.  02109  J 




VOL.  XXXVIII,  NO.   1 

OCTOBER    1968 

COVER  PHOTO— Helen  Keller  at  Perkins  School 
for  the  Blind  with  Michael  Anagnos,  Director  of 
the  School.  It  was  Michael  Anagnos  who  sent  Anne 
Sullivan  to  be  Helen's  teacher. 

Table  of  Contents 

Perceptual  Handicaps  Among  Low-Vision  Students  at  Perkins 3 

Dr.  Gabriel  Farrell  1886  to  1968 11 

Editorials — The  Passing  of  Helen  Keller 14 

Why  Cannot  Johnny  Read   15 

Memorial  Service  for  Helen  Keller 16 

Conference  on  Deaf-Blind  in  Holland 17 

AAIB  Becomes  AEVH   18 

On  and  Off  the  Campus 19 

Coming  Events 23 

Special  Appeal  for  Children  of  Silent  Night 24 


Legacy  of  Anne  Sullivan"  Released 

THE  "Legacy  of  Anne  Sullivan,"  a  twenty-eight  minute,  16  milli- 
meter sound  and  color  motion  picture,  made  for  Perkins  School 
for  the  Blind  and  The  Industrial  Home  for  the  Blind  by  Campbell 
Films  of  Saxtons  River,  Vermont  has  now  been  released  by  the  two 
agencies  involved. 

This  film  may  be  borrowed  through  Campbell  Films  for  showings 
at  this  time.  Arrangements  can  also  be  made  through  the  distributor 
for  purchase  of  copies. 

Mrs.  Paula  Huffman  work- 
ing with  Richard  Raschi 
(  Somervi  Me,  Mass.  ) 
using  Cuisenaire  nnaterials 
with  Addison  Westley 

Perceptual  Handicaps  Among  Low- Vision  Students 

at  Perkins 

By  Benjamin  F.  Smith 
Assistant  Director 

THROUGHOUT  the  United  States,  a 
large  number  of  children  are  be- 
ing classified  as  perceptually  dys- 
functioning.  Although  precise  def- 
initions of  this  condition  seem  to 
vary,  this  type  of  child  is  generally 
fairly  easy  to  identify.  An  increas- 
ing number  of  Perkins  children 
seem  to  fall  into  this  category. 

All  through  the  years  prior  to 
about  1960,  although  we  had  at 
Perkins  a  number  of  children  with 
useful  vision,  they  were  always  a 
small  minority  compared  with  the 
truly  blind  Braille  student.  Begin- 
ning in  the  early  1960's,  however, 
as  the  retrolental  fibroplasia  wave 
was  passing  from  the  Lower  School, 
the  places  of  the  truly  blind  began 
to  be  filled  by  children  with  so- 
called  multi-handicaps,  and  many 
of  these  were  turning  out  to  be 
visually  oriented.  Few  children 
have  vision  better  than  20/200, 
generally  considered  the  upper 
limit  of  legal  blindness,  but  many 
have  degrees  of  useful  sight. 

Through  the  years,  these  par- 
tially seeing  children  have  presented 
their  teachers  with  special  educa- 
tional problems.  A  number  of  them 
seemed  to  have  enough  sight  to  use 
large-type  material,  but  often  they 
would  find  it  difficult  to  learn  to 
read  and  write  print  following 
standard  methods  of  instruction. 
When  a  child  failed  to  learn  to  use 
print,  attempts  were  often  made  to 
teach  him  Braille  on  the  theory 
that  he  did  not  have  enough  vision 
to  see  large  type. 

Yet,  many  of  these  children  did 
no  better  with  Braille.  Often  they 
would  be  impatient  with  the  tedi- 
ous drill  necessary  to  train  their 
touch  to  distinguish  Braille  char- 
acters. Almost  all  of  them  found 
that  they  could  more  easily  read 
Braille  with  their  eyes  by  putting 
their  books  in  a  favorable  light. 
There  was  strong  evidence  that 
some  rejected  Braille  because  it 
was  a  symbol  of  blindness,  and 
they  considered   themselves   seeing 

Daniel  Garrlck  (Sfoughton,  Massachusetts)  and  Nelson  Holmberg 
(Raynham,  Mass.)  working  with  Miss  Sandra  Driben  using  the 
Gatengo  "words  in  color"  program.  This  is  a  structured  reading 
program  combining  sound  and  colors  for  reading. 

people.  Following  their  failure  with 
Braille,  children  with  vision  often 
were  tried  again  with  print,  but 
usually  without  fruitful  results.  A 
few  children  moved  from  print  to 
Braille  two  or  three  times  in  their 
school  careers.  This  process  pro- 
duced students  who  were  poor 
readers  or  non-readers,  and  who 
sometimes  became  early  drop-outs 
from  school  or  at  least  did  not  re- 
ceive the  quality  of  education  com- 
mensurate with  their  intelligence. 

The  teachers  did  everything  to 
help  these  children  get  a  good  edu- 
cation. Often  they  gave  hours  of 
extra  time  to  tutoring  them,  and  to 
planning  lessons  especially  for 
them.  This  devotion  made  it  pos- 
sible for  some  to  finish  their  school- 
ing. Sometimes  teachers  would 
identify  specific  remedial  reading 
problems,  such  as  letter  or  word 
reversals  in  children  who  are  using 
large  type.  But  when  such  prob- 
lems were  identified,  materials  for 
correcting  the  problems  were  gen- 
erally not  available,  and  methods 
for  helping  the  children  were  not 
well  known. 

National  Developments 

In  the  1950's,  Perkins  was  in- 
volved in  some  remedial  work  with 
children  who  had  these  problems. 
Then,  in  the  early  1960's,  we  be- 
came increasingly  aware  of  the 
growing  concern  among  educators 
for  the  group  of  children  who  were 
otherwise  normal,  but  had  severe 
problems  learning  to  read  and 
write.  Facilities  to  test  and  teach 
these  children  were  being  set  up  in 
teachers'  colleges,  child-study  clin- 
ics, and  in  private  educational 
agencies.  Often  these  facilities  were 
federally  financed.  These  organiza- 
tions carried  out  investigations 
which  suggested  that  large  num- 
bers of  otherwise  normal  school 
children  in  America,  perhaps  10% 
of  the  school  population,  had  spe- 

cific reading  disabilities.^  Children 
with  these  problems  are  said  to 
have  perceptual  handicaps  or  spe- 
cific learning  disabilities.  Although 
the  cause  or  causes  of  these  dis- 
abilities are  still  obscure,  defects 
in  the  nature  or  operation  of  the 
central  nervous  system  appear  to 
be  present. 

Shaw  gives  a  definition  of  this 
condition  when  it  relates  to  inabil- 
ity to  read,  one  of  the  most  com- 
mon of  these  disabilities.  "Capacity 
to  learn  to  read  is  impaired  without 
definite  brain  damage  suggested  in 
history  or  on  neurological  exami- 
nation. The  defect  is  in  the  ability 
to  deal  with  letters  and  words  as 
symbols,  with  resultant  diminished 
ability  to  integrate  the  meaningful- 
ness  of  written  material.  The  prob- 
lem appears  to  reflect  a  basic,  dis- 
turbed pattern  of  neurological 
organization.""  These  investigators 
also  found  that  some  reading  meth- 
ods already  in  existence  seemed 
more  effective  than  others  for 
teaching  these  children. 

Investigations  at  Perkins 

When  we  at  Perkins  began  to 
study  the  emerging  concept  of  the 
perceptually  handicapped  child, 
we  began  to  realize  that  some  of 
our  seeing  children  who  were  not 
learning  to  read  and  write  print 
well  were  showing  the  same  symp- 
toms as  the  problem  children  who 
had  normal  vision.  We  explored 
some  of  the  testing  materials  used 
to  detect  perceptual  problems  such 
as  the  Frostig  Test  of  Visual  Per- 
ception and  the  Bender-Gestalt 
Test.  We  are  still  examining  tests 
such  as  the  Illinois  Test  of  Psycho- 
Linguistic  Ability.  Our  tests  and 
teachers'  observations  showed  that 
perceptual  defects  of  faulty  hand- 
eye  coordination,  poor  figure- 
ground  discrimination,  problems 
with  form  consistency  and  space 
relations,  and  difficulty  in  the  read- 

with  form  consistency  and  space 
relations,  and  difficulty  in  the  read- 
ing process  associated  with  inabil- 
ity to  blend  sounds  or  breakdown 
words  were  present  in  our  children 

Now  that  we  had  a  better  basis 
for  understanding  the  nature  of 
the  problems  we  were  facing,  we 
needed  to  find  methods  and  mate- 
rials to  help  in  the  solutions.  Al- 
most every  organized  investigator 
into  the  area  of  learning  disability 
recommended  systems  of  instruc- 
tional materials  thought  to  help 
otherwise  normal  children  over- 
come their  specific  problems.  Each 
research  program,  of  course,  had, 
and  still  has,  its  own  preferred  ap- 
proach to  these  problems.  In  spite 
of  minor  variations  in  approach, 
however,  all  of  the  recommended 
reading  programs  seemed  to  follow 
the  same  basic  principles  of  learn- 
ing. They  all  reject  the  practice  of 
learning  to  read  by  memorizing 
whole  words  or  learning  them  from 
their  context,  and  depend  rather 
upon  breaking  words  into  their 
component  parts  or  building  them 
up  from  sound  units,  thus  empha- 
sizing the  decoding  process  in  read- 
ing. We  found  materials  were  read- 
ily available  from  commercial 
publishing  houses. 

Another  common  element  found 
in  the  reading  programs  is  the  care- 
ful consistent  structuring  of  the 
materials  so  that  each  step  in  the 
learning  serves  as  a  firm  foundation 
for  the  next  step.  One  of  these  sys- 
tems that  has  proven  very  helpful 
to  many  of  our  children  is  the 
Gatengo  Words  in  Color  Program. 
This  approach  assigns  a  specific 
color  to  each  letter  sound  or  letter 
combination  sound  to  be  found  in 
the  reading  alphabet.  The  child  is 

taught  the  sound  for  each  color. 
Then,  by  association,  he  knows  the 
sound  each  letter  or  letter  combina- 
tion should  make  according  to  the 
color  in  which  it  is  printed  on  the 
wall  charts.  The  child  then  trans- 
fers his  learning  to  regular  large- 
type  books. 

Individual  Differences 

Interestingly  enough,  no  two 
children  have  reading  problems 
that  are  exactly  alike,  although 
many  have  similar  characteristics. 
This  seems  to  explain  why  not  all 
of  them  prosper  equally  with  any 
one  program.  Over  the  years, 
therefore,  we  have  found  ourselves 
trying  all  or  parts  of  different  pro- 
grams. We  have  found  the  Gatengo 
and  Gillingham  Programs  partic- 
ularly useful  in  helping  many  of 
our  children  learn  to  read.  The 
Fairbanks-Robinson  and  Frostig 
Programs  have  been  very  helpful  in 
training  visual  perception.  We  are 
now  adding  the  McCracken-Wal- 
cott  Basic  Reading  Series  published 
by  Lippincott,  and  the  Roberts 
English  Series  which  will  continue 
the  approach  ot  the  programs  now 
in  use.  Both  the  Lippincott  and 
Roberts  are  now  available  in  large 
type  from  the  American  Printing 
House.  Fortunately,  many  of  the 
other  programs  mentioned  are  pro- 
duced in  symbols  large  enough  to 
be  seen  easily  by  our  low-vision 

Teacher  Preparation 

As  we  began  to  understand  better 
the  problems  of  our  partially  see- 
ing children  and  found  some  ma- 
terials that  seemed  to  offer  solu- 
tions, we  realized  that  our  teachers 

William  Kenny  (Norton,  Mass.)  struggles  to 
recognize  a  sound  on  the  reading  chart  .  .  .  and 
finally  succeeds! 

Mrs.  Renee  Vigoroso  giving  Individual 
perceptual  training  using  the  Fairbanks- 
Robinson  Tactual  and  Visual  Materials  to 
train  eye-hand  coordination  and  test  -form 
recognition  constancy. 

would  profit  greatly  from  the  spe- 
cial training  needed  to  use  these  ma- 
terials more  effectively.  Training 
and  careful  study  are  needed  if  the 
problems  of  these  children  are  to 
be  understood  correctly,  and  the 
materials  are  to  be  applied  effi- 
ciently. Our  teachers  rose  to  the 
challenge  and  willingly,  even  ea- 
gerly, attended  courses  during  the 
school  term  or  during  the  summer 
to  study  these  approaches  and 
materials.  They  spent  long  hours 
reading  background  materials  and 
experimented  thoughtfully  and  pa- 
tiently in  the  classroom.  Without 
professional  devotion  of  this  kind, 
of  course,  we  could  not  hope  to 
help  these  children  overcome  their 
learning  problems. 

Current  Enrollment 

Of  the  95  children  enrolled  in 
our  Lower  School  this  September, 
53  have  enough  vision  to  use  print 
materials  although  they  are  legally 
blind.  Eight  of  15  class  units  in  the 
Lower  School  this  year  are  made 
up  of  partially  seeing  children  us- 
ing the  print  materials  mentioned 
earlier.  Eight  of  our  15  Lower 
School  classroom  teachers  are  de- 
voting a  major  share  of  their  time 
to  working  with  these  children. 

Probably  not  all  of  these  partially 
seeing  children  fit  the  definition  of 
the  child  with  a  true  perceptual 
handicap.  A  few  are  slow  learners 
only  because  they  lack  ability  to 
learn  at  a  normal  rate.  Others  may 
have  slight  emotional  involvements 
which  interfere  with  normal  learn- 
ing. Still  others  have  additional  dis- 
abilities caused  by  cerebral  palsy, 
post-operative  brain  tumor,  or 
other  brain  damage.  A  number  of 
these  children,  however,  do  seem 
to  have  specific  learning  disorders 
akin  to  those  described. 

An  Early  Example 

What  kind  of  success  are  these 
seeing  children  having  in  this  new 
program?  The  first  student  to  be 
exposed  to  our  early  remedial  read- 
ing approach  used  in  the  1950's 
graduated  from  our  high  school  in 
June  of  this  year.  When  he  was  in 
the  Lower  School,  his  inability  to 
master  the  reading  and  writing 
process  began  to  pose  a  serious 
threat  to  his  classroom  achieve- 
ment. Although  he  seemed  to  have 
considerable  ability,  more  than 
once  he  came  very  close  to  the 
need  to  repeat  a  grade.  With  the 
help  of  interested  teachers  who 
were  just  beginning  to  experiment 
with  some  of  the  materials  men- 
tioned earlier,  and  with  the  encour- 

John  Grover  (Medfield,  Mass.)  uses 
Frostig  materials  in  an  exercise  for  eye- 
hand  coordination  under  the  watchful  eye 
of  Mrs.  Vigoroso. 

agement  of  a  father  who  studied 
the  problem  from  a  professional 
point  of  view,  this  boy  gradually 
overcame  the  most  serious  elements 
of  his  problem.  Last  June,  he  grad- 
uated with  achievement  marks  high 
within  the  range  for  college  and  he 
is  now  embarked  upon  a  college 
career  with  good  promise  for  future 
success.  Although  he  is  still  not  a 
swift  or  efficient  reader,  he  is  able 
to  read  at  a  rate  adequate  for  his 
educational  needs. 

Some  Progress  Noted 

A  total  program  using  some  in- 
formation we  had  gathered  over  the 
years  and  additional  materials  and 
methods  which  were  now  readily 
available  was  established  four 
years  ago  in  the  Lower  School, 
and,  since  then,  five  seeing  children 
have  entered  Upper  School  after 
spending  some  time  in  the  Lower 
School  Program.  Each  of  these  stu- 
dents has  an  early  background  of 

TOP — Miss  Priscilla  Chapin  with  John 
Carter  (Springfield,  Mass.)  who  has  not 
yet  grown  a  neck  as  long  as  the 

overcoming  some  degree  of  read- 
ing disability  that  makes  an  excit- 
ing story  in  itself.  Two  of  these 
children  were  non-readers  at  the 
ages  of  ten  and  twelve  respectively 
after  using  conventional  programs 
for  many  years,  and  they  both  are 
now  reading  near  grade  level.  It 
is  very  likely  that  most  of  the 
children  in  this  group,  had  they 
gone  through  Perkins  in  the  years 
before  this  new  program,  would 
never  have  reached  the  level  of 
educational  achievement  they  are 
now  destined  to  meet. 

At  Perkins,  we  have  had  a  tradi- 
tion represented  in  the  expression, 
"One  handicap  is  enough."  We 
have  always  tried  to  remove  from 
the  visually  impaired  child  every 
additional  handicap  that  can  be 
eliminated,  obviously  recognizing 
that  some  cannot.  The  experiences 
of  these  problem  children  in  the 
earlier  days  were  often  filled  with 
frustration  and  failure  which  could 
not  help  but  take  its  toll  in  their 
adult  life.  Perhaps  the  overcoming 
of  reading  and  writing  difficulties 
will  make  the  difference  between 
success  and  failure  in  their  adult 

The  Rubella  Children 

Today,  Perkins  is  on  the  thresh- 
old of  what  may  turn  out  to  be  its 
most  demanding  challenge.  We  are 
bracing  ourselves  to  receive  a  wave 
of  Rubella  deaf-blind  children. 
Many  of  them  have  useful  vision 
and  will,  undoubtedly,  use  print 
materials.  Many  already  show  some 
of  these  same  symptoms  of  per- 
ceptual dysfunction.  We  are  al- 
ready having  experience  with  Ru- 
bella children  who  are  visually 
impaired  or  who  have  visual  and 
auditory  handicaps.  It  is,  indeed, 
fortunate  that  just  when  we  are 
likely  to  need  new  tools  to  meet 
new  problem  situations  in  educa- 
tion, we  are  finding  some  of  them 
already  developed  or  in  the  process 
of  being  developed. 

The  challenge  of  the  Rubella 
child  cannot  be  completely  met  in 
this  way,  however.  With  many  of 
these  children,  the  problems  will 
involve  perceptual  handicaps  not 
only  associated  with  the  visual 
process  of  reading  and  writing,  but 
also  found  in  the  hearing  process, 
in  the  kinesthetic,  and  perhaps  an- 
other sense  or  sense-combination 
pattern.  The  hearing  patterns  of 
some  of  our  hard-of-hearing,  vis- 
ually handicapped  students  suggest 
this.  Other  Rubella  children  seem 
to  present  problems  of  aphasia 
which  suggest  perceptual  dysfunc- 
tion. Clearly  this  challenge  of  per- 
ceptual handicap  in  the  Rubella 
child  stretches  out  before  us  a  path 
of  research,  experimentation,  and 
devotion  to  children.  This  brings 
us  to  an  expression  representing 
one  other  tradition  at  Perkins,  "To 
become  aware  of  a  problem  is  to 
launch  action." 


^  Charles  R.  Shaw,  The  Psychiatric 
Disorders  of  Childhood,  Appleton- 
Century-Crofts,  New  York,  p.  195. 

^  Ibid.,  p.  97. 


Dr.  Gabriel  Farrell 

1886  to  1968 

Director  of 


DR.  Gabriel  Farrell,  who  served  as  the  fourth  Director  of  Perkins 
School  for  the  Blind  from  1931  until  he  retired  in  1951,  and  who 
was  elected  Director  Emeritus  by  the  Perkins  Trustees  in  1952,  passed 
away  at  his  home  in  Cambridge,  Massachusetts  September  18th.  He  had 
suffered  several  massive  cerebral  hemorrhages  in  August  and  never  re- 

Dr.  Farrell  was  born  in  Boston,  Massachusetts  but  while  he  was  still 
young  his  father  moved  to  Somerville.  The  elder  Farrell  was  a  renter  of 
boats  on  the  banks  of  the  Charles  and  Gabriel  and  his  brother  spent 
much  time  as  boys  on  the  waterfront.  He  became  a  strong  and  courageous 
swimmer  and  on  over  a  score  of  occasions  rescued  people  who  were  in 
danger  of  drowning. 

There  was  one  particular  occasion  which  was  most  momentous  in  his 
life.  His  brother  dove  in  the  water  to  rescue  a  drowning  man  but  was 
pulled  under  by  the  victim.  Gabriel,  with  complete  disregard  for  his  own 
life,  succeeded  in  bringing  the  pair  to  the  surface  and  for  this  he  was 


awarded  the  Carnegie  Medal.  His  brother  later  died  from  pneumonia  as 
a  result  of  this  experience.  The  $2,000.00  which  went  with  the  Carnegie 
Award  enabled  Gabriel  to  go  to  college,  while  the  publicity  attained  from 
the  receipt  of  this  and  some  ten  other  life-saving  medals  was  of  value  to 
him  in  establishing  contacts  throughout  his  college  years. 

Dr.  Farrell  chose  to  attend  Dartmouth  College  in  New  Hampshire. 
During  his  student  years,  he  developed  an  aptitude  for  journalism  and  he 
became  the  Dartmouth  College  reporter  for  the  Boston  Transcript,  at  that 
time  the  most  famous  newspaper  in  New  England.  While  he  was  in  col- 
lege, he  also  showed  something  of  a  flair  for  publicity  and  newsworthy 
items  and  it  is  stated  that  one  of  his  inspirations  gave  rise  to  the  now 
world-famous  Dartmouth  Winter  Carnival. 

After  College 

From  Dartmouth,  he  proceeded  to  the  Episcopal  Theological  School 
and  was  ordained  a  Minister.  He  held  a  number  of  church  positions  and 
for  some  years  he  was  a  curate  at  Trinity  Church  in  Copley  Square,  Bos- 
ton, Mass.  During  World  War  I,  he  served  as  an  Army  Chaplain.  Also  at 
one  time,  he  was  Canon  of  Religious  Education  in  the  Diocese  of  Newark, 
New  Jersey. 

Appointed  Director  of  Perkins 

In  1930,  he  was  recommended  to  the  Perkins  Trustees  by  Dr. 
Hopkins,  the  President  of  Dartmouth  College,  as  a  successor  for  Dr. 
Edward  E.  Allen,  our  third  Director  who  built  the  Watertown  campus. 
Dr.  Farrell  came  to  us  from  Rhinebeck-on-Hudson  where  he  had  been 
the  Rector  since  1924. 

Dr.  Farrell  came  to  the  school  just  as  the  great  depression  was  at  its 
worst  and  his  term  of  office  spanned  also  the  difficult  years  of  World  War 
II.  For  these  reasons,  many  innovations  which  he  longed  to  introduce 
never  reached  fruition. 

Dr.  Farrell  also  reached  the  school  at  a  time  when  the  traditional 
policy  of  segregating  boys  and  girls  in  residential  schools  for  the  blind 
was  finally  recognized  as  being  both  obsolete  and  harmful.  He  skillfully 
directed  the  changeover  from  a  segregated  school  to  a  co-educational  one. 

Dr.  Farrell's  journalistic  skills  led  quickly  to  the  establishment  of  the 
Perkins  Lantern,  our  school  magazine  which  has  grown  to  play  a  signifi- 
cant role  in  the  education  of  blind  youth,  not  only  in  the  United  States, 
but  overseas.  He  organized  our  work  with  the  deaf-blind  into  a  special 
Department  and  established  the  annual  "Children  of  the  Silent  Night" 
campaign  for  deaf-blind  children  which  has  become  a  mainstay  of  this 
program.  Dr.  Farrell  was  a  wise  and  capable  administrator.  By  creating 
the  office  of  Bursar,  he  laid  the  foundation  for  sound  business  and  fiscal 
management.  By  establishing  the  Perkins  Pension  Plan,  he  made  it  pos- 
sible for  men  and  women  to  make  Perkins  their  life  work. 

National  Contributions 

Dr.  Farrell  was  active  in  work  for  the  blind  beyond  the  campus  and 
for  many  years  was  Secretary  and  a  Trustee  of  the  American  Foundation 
for  the  Blind  and  a  Trustee  of  the  American  Foundation  for  Overseas 
Blind.  He  played  a  major  role  in  the  establishment  of  the  Protestant  Guild 


for  the  Blind  in  Massachusetts  and  was  Secretary  of  the  Board  for  the 
Foundation  of  Vision  in  Boston.  During  World  War  II,  he  was  a  member 
of  the  National  Advisory  Committee  for  the  war-blinded. 

International  Contributions 

Dr.  Farrell  spent  some  weeks  in  1950  in  Iran  where  he  served  as  a 
special  consultant  to  the  government  to  give  advice  on  the  education  of 
the  blind  in  that  country.  For  a  number  of  years,  he  was  a  consultant  to 
UNESCO  and  was  the  writer  of  their  report  on  the  Social  Welfare  of 
Blind  Children. 

He  was  a  member  of  the  Organizing  Committee  of  the  International 
Conference  of  Workers  for  the  Blind  which  was  held  in  August  1949  at 
Oxford,  England.  From  this  Conference  sprang  both  the  World  Council 
for  the  Welfare  of  the  Blind  and  the  International  Council  of  Educators 
of  Blind  Youth.  He  was  the  Chairman  of  the  first  Conference  of  the 
ICEBY  at  Bussum,  The  Netherlands  in  1952  and  attended  the  second 
Conference  at  Oslo,  Norway  in  1957.  A  year  ago  when  the  ICEBY  met 
at  Perkins,  he  was  present  at  several  of  the  functions. 

While  Director  of  Perkins,  Dr.  Farrell  was  awarded  an  Honorary 
Degree  of  Doctor  of  Divinity  by  Dartmouth  College. 


Dr.  Farrell  retired  in  the  spring  of  1951.  Soon  after  he  became  active 
again  with  his  first  love,  the  work  of  the  Episcopal  Church  and  for  several 
years  he  was  a  Public  Relations  Officer  at  the  Episcopal  Theological 
School  in  Cambridge. 

In  recent  years,  he  had  been  living  in  an  apartment  overlooking  Cam- 
bridge Common.  He  and  Mrs.  Farrell  had  been  spending  their  winters  on 
the  coast  of  Georgia  and  much  of  their  summers  at  Bolton  Landing  on 
Lake  George  in  New  York. 

Funeral  Services  were  held  for  Dr.  Farrell  on  Saturday,  September  21st 
at  St.  Paul's  Episcopal  Cathedral  in  Boston.  On  October  1st,  a  Memorial 
Service  was  held  at  the  school  in  Watertown  at  which  Dr.  Charles  W.  F. 
Smith,  Professor  of  Theology  at  the  Episcopal  Theological  Seminary, 
spoke  on  his  contribution  to  the  Episcopal  Church. 

Mr.  Eric  T.  Boulter,  the  President  of  the  World  Council  for  the  Welfare 
of  the  Blind  and  Associate  Director  of  the  American  Foundation  for 
Overseas  Blind,  described  Dr.  Farrell's  national  and  international  services 
to  the  blind,  and  the  Director  of  Perkins  spoke  on  Dr.  Farrell's  contribu- 
tion to  the  school.  The  Upper  School  Choir  sang  the  "Lacrymosa  from  the 
Requiem"  by  Mozart  and  "How  Lovely  Is  Thy  Dwelling  Place"  by 
Brahms.  The  service  ended  with  the  congregation  joining  in  singing  "The 
Battle  Hymn  of  the  Republic." 

Dr.  Farrell  enjoyed  his  seventeen  years  of  retirement.  Seventeen  years 
are  none  too  long  but  they  span  more  than  a  generation  of  school  years. 
None  of  the  present  pupils  at  Perkins  knew  him  as  Director.  About  thirty 
men  and  women  of  the  staff  served  under  him.  Some  of  them  were  once 
also  his  pupils.  He  made  his  mark  upon  the  life  of  Perkins  and  gratefully 
those  who  knew  him  joined  to  honor  his  memory. 

Present  at  the  Memorial  Services  were  his  two  sons,  Gabriel  and  Wil- 
liam, and  his  daughter,  Naomi. 

E.  J.  W. 





Founded  1829 

A  private  school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 



THE  passing  of  Helen  Keller  has  been  noted  in  many  periodicals 
throughout  the  world.  These  tributes  are  a  measure  of  the  impact  her 
life  has  had  upon  us  all.  Those  professionally  concerned  with  the  well- 
being  of  the  deaf,  the  blind,  or  the  deaf -blind  have  their  special  reasons 
for  gratitude  for  her  life.  The  handicapped  are  even  more  deeply  in  her 
debt.  And  the  rest  of  mankind  has  not  remained  untouched. 

The  Perkins  Chorus  sang  at  Helen's  funeral.  It  was  a  solemn  rather 
than  a  sad  occasion.  Two  years  before  they  had  sung  joyously  in  the 
same  cathedral  in  honor  of  Anne  Sullivan,  born  a  hundred  years  before. 
There  were  enduring  qualities  in  both  women.  Anne  was  still  the  beloved 
Teacher  when  she  passed  away  at  the  age  of  sixty-nine.  Helen's  eighty- 
two  years  had  not  weakened  her  courage  or  dimmed  her  vision. 

Visions  live  on  after  the  dreamers  pass.  Helen's  visions  are  deeply 
implanted,  not  only  in  the  hearts  and  minds  of  the  handicapped  and  of 
her  fellow  workers  who  survive  her,  but  in  the  printed  texts  of  many 
laws  she  helped  directly  or  indirectly  to  enact.  They  live  on  in  her 
published  works  which  today  seem  more  ageless  than  ever. 

Neither  Helen  nor  Anne  can  ever  wholly  pass  away. 



PARENTS  and  teachers  have  shown  much  concern  over  children  who, 
although  they  have  normal  vision,  cannot  read.  This  concern  has  led 
to  the  development  of  new  teaching  techniques  and  the  creation  of  new 
materials  which  have  indeed  helped  many  non-readers  or  poor  readers 
to  improve. 

At  Perkins,  one  might  be  forgiven  for  blaming  reading  failure  among 
our  partially  seeing  children  on  their  faulty  vision.  As  Mr.  Smith  relates 
in  his  article  on  "Perceptual  Handicaps  Among  Low  Vision  Students," 
this  would  be  a  grave  mistake. 

The  program  he  describes  is,  as  far  as  we  know,  the  first  attempt  to 
deal  with  this  problem  in  schools  for  the  blind.  It  represents  the  result  of 
much  serious  thinking  and  hard  work  by  many  of  our  Lower  School 
Teachers,  including  the  Lower  School  Supervisor,  Miss  Cynthia  Essex. 
It  is  also  just  one  result  among  many  of  the  deep  concern  shown  by 
Benjamin  F.  Smith  for  all  our  pupils'  problems  during  his  thirty  years  on 
the  faculty. 


Edw^ard  J.  Waterhouse,  Director 

Nelson   Holmberg    (Raynham,   Mass.)    uses  a   beginning   reading   book  -fronn   the   Lippin- 
cott   Series   which    is   used    in    association    with   the    "words    in    color"    series    of    charts. 


Memorial  Service  for 
Helen  Keller 

National  Cathedral,  Washington,  D.  C. 
June  5,  1968 

"How  Lovely  Is  Thy  Dwelling  Place, 
O  Lord  of  Hosts."  The  congregation 
listen  to  the  Perkins  chorus. 

Present  at  the  funeral  were  mem- 
bers of  the  Perkins  administration 
and  faculty  and  Chan  Poh  Lin,  deaf- 
blind  student  from  Singapore.  Helen 
Keller's  inspiration  played  a  decisive 
role  in  Poh  Lin's  life  when  she  lost 
her  sight  and  hearing. 

^■Is^^,  H 

Conference  on  the  Deaf-Blind  in  Holland 

SIX  faculty  members  of  Perkins 
attended  the  third  International 
Seminar  on  the  Education  of  Deaf- 
Blind  Children  held  August  25th  to 
August  29th,  1968  in  Guldenberg, 
The  Netherlands  under  the  auspices 
of  the  School  for  the  Deaf  at  Sint 
Michielsgestel  which  has  a  Progres- 
sive Department  for  the  education 
of  the  deaf-blind. 

Hosting  the  Conference  was  the 
Rev.  van  Eindhoven,  the  Principal 
of  the  school  and  Mr.  Jan  van 
Dijk,  Director  of  Sint  Raphael,  the 
Deaf-Blind  Department  there. 

Representing  Perkins  were  Mrs. 
Stenquist,  Mrs.  Lech,  Mr.  and  Mrs. 
Guldager,  Madame  Tay  Sock 
Hiang  as  well  as  the  Director.  Chan 
Poh  Lin  was  also  present  on  her 
way  back  to  Perkins  from  Singapore 
and    Mrs.   Waterhouse,    Mr.    Sten- 

quist and  Mr.  Lech  were  also  pres- 

A  paper  on  the  evaluation  of 
the  deaf-blind  was  given  by  Mrs. 
Stenquist  and  on  teaching  speech 
to  the  deaf-blind  by  Mrs.  Lech. 

The  Director  was  reappointed 
Chairman  of  this  organization 
which  is  a  Sub-Committee  on  the 
Deaf-Blind  of  the  International 
Council  of  Educators  of  Blind 
Youth.  Tentative  plans  were  made 
for  holding  Workshops  of  teachers 
of  the  deaf-blind  every  two  years 
and  some  work  has  already  been 
laid  for  a  Workshop  in  the  United 
States  in  1969,  in  Australia  in  that 
same  year,  and  in  Europe  in  1970. 

A  full  Conference  of  the  body 
is  planned  for  August  1971  at  Per- 

Smithdas  and  Waterhouse  Visit  van  der  Mey 

WHILE  in  Holland  to  attend  the 
International  Conference  at 
Guldenberg,  Mr.  Robert  Smithdas 
and  Dr.  Edward  Waterhouse  paid 
a  visit  to  an  outstanding  deaf-blind 
man.  Dr.  Gerrit  van  der  Mey.  Dr. 
van  der  Mey  carries  on  his  activ- 
ities as  a  Mathematician  and  an 
Engineer  through  teletype  com- 
munications with  the  Home  Office 
where  he  is  employed  as  a  Pro- 
grammer for  computers. 

While  there,  the  two  of  them 
presented  Dr.  van  der  Mey  with  an 
Anne  Sullivan  Gold  Medal  Award 
on  behalf  of  Perkins  School  for  the 
Blind  and  The  Industrial  Home 
for  the  Blind.  These  awards  are 
made  periodically  to  outstanding 
deaf-blind  persons  or  their  teachers. 

Two  Oufsfanding  Deaf-Blind  Men — Dr. 
Gerrit  van  der  Mey  demonstrates  to 
Robert  Smithdas  the  machinery  by  which 
he  has  instant  two-way  communication  in 
braille  and  print  with  the  Netherlands 
Telephone  Company  for  whom  he  works  as 
computer  programmer. 


AAIB  Becomes  AEVH 

IN  Toronto  this  summer,  the 
American  Association  of  In- 
structors of  the  Blind  at  its  bien- 
nial convention  voted  to  change  its 
name  to  the  Association  of  Educa- 
tors of  the  Visually  Handicapped. 

Attending  the  convention  were 
fourteen  members  of  the  Perkins 
staff,  including  Mr.  Carl  J.  Davis, 
Head  of  our  Department  of  Psy- 
chology and  Guidance,  who  was 
promoted  from  Second  Vice-Presi- 
dent to  First  Vice-President  at  the 
last  business  meeting.  Mr.  Davis 
also  participated  in  a  program  on 
the  teacher  use  of  the  results  of 
psychological  tests  and  chaired  a 
panel  on  Sex  Education  in  Schools. 

Among  other  staff  members  par- 
ticipating in  the  program  were  Mrs. 
Eleanor  Schneider,  one  of  our 
Guidance  Counselors,  who  partici- 
pated on  a  panel  discussion  on 
counselling  as  a  team  process  and 
Mrs.    Shirley    Welch,    the    Upper 

School  Librarian,  who  participated 
on  a  panel  on  Educational  Infor- 
mation Services. 

The  Perkins  Breakfast 

At  recent  conventions  of  the  As- 
sociation, Perkins  has  had  a  break- 
fast for  past  and  present  members 
of  the  staff  attending.  This  year  no 
fewer  than  54  people  were  present. 
The  Director  welcomed  them  all 
and  expressed  regrets  that  so  many 
of  them  had  not  been  seen  in 
Watertown  for  a  period  of  years. 
He  reminded  them  that  Perkins  is 
a  very  different  place  from  what  it 
was  in  their  days  and  hoped  that 
they  would  refrain  from  reporting 
outdated  activities  of  their  time  as 
though  they  were  current  practices. 
Several  examples  of  this  had  come 
to  his  attention  in  which  the  im- 
pression that  Perkins  was  still 
where  it  was  many  years  ago  had 
been  given  to  audiences. 

ABOVE — Charlene  Gionet  works  with 
tactual  and  visual  materials. 

LEFT — Miss  Lynne  Albright  with  a  group 
of  boys  and  girls  with  a  variety  of  learn- 
ing disabilities  doing  mathematics 


"^^■r:  ^^m^'*'j 




Perkins  Opens  137th  Year 

THE  school  opened  its  137th  year 
with  a  staff  dinner  on  Tuesday, 
September  10th  with  470  staff 
members  and  their  spouses  present. 
Also  present  were  a  number  of  the 
school's  Trustees.  At  the  dinner, 
the  retiring  Bursar,  Mr.  J.  S. 
Hemphill,  was  honored  with  a  Re- 
vere Bowl  and  a  Citation  from  the 

Board  of  Trustees,  and  a  gift  of 
cash  from  the  staff.  During  the 
evening,  the  new  film,  "The  Legacy 
of  Anne  Sullivan"  was  shown  for 
the  first  time  to  the  Perkins  staff. 

Classes  resumed  on  September 
16th  with  an  enrollment  of  288 
children,  and  the  largest  faculty  of 
all  time. 

Progress  on  New  Buildings 

CONSTRUCTION  has  started  on  the 
northeast  building  planned  to 
house  visiting  parents  and  deaf- 
blind  children,  teacher-trainees  and 
other  members  of  the  Perkins  fac- 
ulty. This  is  being  erected  in  the 
northeast  corner  of  the  grounds  at 
the  corner  of  North  Beacon  Street 
and  Beechwood  Avenue. 

The  architect's  plans  for  the 
north  building  which  will  house 
increased  educational  facilities  for 
the  deaf-blind  are  progressing  rap- 

In  preparation  for  the  construc- 
tion of  the  northeast  building,  the 
Bursar's  house  originally  located 
adjacent  to  Beechwood  Avenue 
was  moved  across  the  cam- 
pus during  the  summer  and  placed 
near  to  the  Principal's  house  in  the 
southeast  corner  of  the  grounds. 

The  task  of  removing  a  brick 
house  in  one  piece,  from  one  loca- 

tion to  another,  was  carried  out 
with  great  efficiency  and  caused 
much  interest  among  the  members 
of  the  staff  present  during  the  sum- 
mer vacation.  It  was  moved  entirely 
inside  the  Perkins  campus,  taken 
across  an  orchard  and  a  parking 
lot  and  around  the  space  between 
the  Boys'  Close  and  Beechwood 
Avenue  and  then  diagonally  across 
the  playing  fi.eld  to  its  new  loca- 

A  REPORT  on  the  career  of 
Mr.  J.  S.  Hemphill,  the 
retiring  Bursar,  prepared  for 
this  Lantern  will  appear  in 
the  February  1969  issue.  This 
postponement  resulted  from 
the  sudden  need  to  provide 
space  to  report  on  the  passing 
of  Dr.  Farrell. 


Over  Half  Perkins  Graduates  Enter  College 

ACCORDING  to  a  recent  survey 
made  by  Carl  J.  Davis,  Head, 
Department  of  Psychology  and 
Guidance,  over  50%  of  Perkins 
Graduates  go  to  College.  In  1950, 
financial  assistance  to  blind  college 
students  became  available  through 
the  Federal  Vocational  Rehabilita- 
tion Service.  Since  then  208  young 
men  and  women  have  been  gradu- 
ated from  Perkins,  and  of  these 
104  entered  four  year  colleges  and 
a  further  eleven  were  enrolled  in 
Junior  Colleges  or  the  equivalent. 
Including  the  latter,  55%  of  our 
Graduates  proceeded  to  higher  edu- 

cation. These  figures  should  be  com- 
pared with  the  40%  of  high  school 
graduates  in  America  who  proceed 
to  colleges  and  universities. 

Miss  Eleanor  Thayer  the  editor 
of  the  Perkins  Newsletter  which 
reports  the  activities  of  past  and 
present  Perkins  pupils  and  staff 
states  that  the  next  issue  will  in- 
clude information  on  92  former 
Perkins  students  currently  enrolled 
in  Senior  Colleges,  Junior  Colleges 
and  Secretarial  Schools. 

The  Newsletter  will  be  issued  in 
February  in  mimeograph  and  braille 
and  is  available  free  to  all  inter- 
ested persons. 

Madame  Pho  Thi  Lang  Tai,  a  graduate  of  the  Perkins  Teacher-Training  Program  in 
1957,  is  the  founder  and  director  of  the  elementary  school  for  blind  girls  in  Saigon. 
On  a  recent  visit  to  Perkins,  she  spent  much  time  visiting  three  of  her  former  students 
who  have  been  brought  to  the  United  States  by  officers  and  men  of  the  U.  S.  Special 
Forces  and  the  Marine  Corps.  In  this  picture.  Miss  Mollie  Cambridge  conducts  a 
mathematics  class.  Next  to  Mrs.  Tai  is  Anna  Nguyen  Thi  Kim  Lan.  In  foreground  with 
back  to  the  camera  is  Therese  Le  Thi  Quang.  The  third  Vietnamese  girl,  Chien  Thi 
Nguyen   who  came  to  the    United   States   more   recently   is   not  shown   in  this   picture. 


In  the  spring,  the  Senior  Class  visited  Washington,  D.  C.  where  they  were  greeted 
by  Senator  Edward  Brooke  of  Massachusetts.  Back  Row — Left  /o  Right:  Carolyn  Cassil 
(Lincoln,  Mass.),  Joanne  King  (Adams,  Mass.),  Richard  Briggs  (Ludlow,  Vt.),  Paul 
Nadeau  (Taunton,  Mass.),  Gail  Bennett  (Auburn,  Mass.),  Tinnothy  Berry  (Kingston, 
Mass.),  Claire  L'Ecuyer  (Fitchburg,  Mass.),  Mr.  Stuclcey,  Claire  DiSanza  (Teanecic, 
N.  J.).  Second  Row:  Donald  Deignan  (Runnford,  R.  I.),  Donna  Veno  (North  Reading, 
Mass.),  Alan  Dalton  (Burlington,  Vt.),  Mrs.  Stuclcey,  Carol  Crowley  (Westwood, 
Mass.),  Ralph  Antonetti  (East  Weymouth,  Mass.),  Sheilah  Carroll  (Springfield,  Mass.), 
William  Fischer  (Danvers,  Mass.),  Senator  Brooke,  Mr.  Melander.  Bottom  Row:  Brian 
Margie  (Whitman,  Mass.),  Michael  Martino  (Providence,  R.  I.),  Mrs.  Muldowney, 
Gloria     McGoff     (Westford,     Mass.),     Charlotte     Bicknell     (North     Grafton,     Mass.). 

The  Class  of  1968 

ON  June  7,  1968,  Dr.  Augustus 
Thorndike,  President  of  the 
Perkins  Corporation,  presented 
graduation  diplomas  to  the  twenty 
members  of  the  Senior  Class.  This 
was  one  of  the  largest  classes  in 
the  school's  history. 

The  Commencement  Address 
was  given  by  Mr.  Egbert  Peeler, 
until  recently  the  Superintendent  of 
the  Governor  Morehead  School  in 
Raleigh,  North  Carolina. 

An  unusually  large  number  of  the 
Seniors  proceeded  to  college. 
Among  these  were  Charlotte  Bick- 
nell— Quinnipiac  College;  Richard 
Briggs — University  of  Vermont; 
Sheilah  Carroll — American  Inter- 
national College;  Donald  Deignan 
— The  American  College  in  Paris; 
Robert  Farrell — Berklee  School  of 
Music;      William      Fischer — Clark 

University;  Jo-An  King — Simmons 
College;  Michael  Martino — New 
England  College;  Donna  Veno — 
Andover  School  of  Business  and 
Carol  Crowley — Boston  School  for 
Pediatts.  Alan  Dalton  and  Claire 
L'Ecuyer  have  entered  Public  High 
Schools  in  their  home  communities 
for  a  Post-Graduate  year.  Ralph 
Antonetti,  Carolyn  Cassil  and  Brian 
Margie  are  taking  Post-Graduate 
years  at  Perkins. 

On  Commencement  Day,  four- 
teen boys  and  girls  of  the  Upper 
School  received  Certificates  from 
the  Industrial  Arts  Department  and 
three  received  Certificates  from  the 
Piano  Tuning  Department.  Among 
these  three  was  Sau  Tin  Leung  of 
Hong  Kong  who  is  currently  carry- 
ing out  his  profession  in  Hong 


Teaching  Aids  for  the  Visually  Handicapped 

A  report  prepared  by  Louis  H.  Goldish  entitled,  "Teaching  Aids 
for  the  Visually  Handicapped"  has  been  published  and  is  available 
from  Perkins  School  for  the  Blind  at  a  cost  of  $2.50  postpaid. 

Computers  at  Perkins 

A  CONTRACT  is  being  signed  be- 
tween Perkins  School  for  the 
Blind  and  the  General  Electric 
Company  for  the  installation  of 
two  teletype  keyboards  which  will 
be  in  direct  communication  with 
General  Electric  computers. 

The  contract  calls  for  a  generous 
amount  of  computer  time  which 
will  be  used  for  both  educational 
and  rehabilitation  purposes.  Pupils 
will  have  an  opportunity  to  learn 
how  computers  can  solve  mathe- 
matical and  scientific  problems  and 
will  also  be  given  an  introduction 
to  the  computer  field  in  which  an 
increasing  number  of  blind  people 
in  the  coming  years  are  expected  to 
find  rewarding  employment.  A  de- 
tailed report  on  this  program  will 
appear  in  a  later  Lantern. 

Lars  Guldager 
Lectures  in  Iceland 

MR.  Lars  Guldager,  former 
Head  of  the  Department  for 
Deaf-Blind  Children  of  the  School 
for  the  Deaf  in  Aalborg,  Denmark, 
and  now  Supervising  Teacher  in 
the  Deaf-Blind  Department  at  Per- 
kins, gave  several  lectures  in  Ice- 
land in  September  on  the  subject  of 
the  deaf-blind.  The  Icelandic  gov- 
ernment hopes  to  offer  services  to 
deaf-blind  children.  Mr.  Guldager 
had  been  participating  in  a  UNESCO 
Conference  on  the  Handicapped  in 
Denmark  and  stopped  in  Iceland 
on  his  way  back  to  the  United 
States.  He  was  accompanied  by 
Mrs.  Virginia  Guldager  who  is  a 
member  of  the  pre-school  staff  in 
the  Perkins  Deaf-Blind  Depart- 

Recent  Visitors  to  Perkins 

Mr.  Noel  W.  Melvin  of  the  Royal  New  South  Wales  Institution  for 
Deaf  and  Blind  Children  in  Sydney,  Australia. 

Mrs.  Elizabeth  S.  Ticknor,  Carlisle,  Massachusetts,  a  great-grand- 
daughter of  Samuel  Gridley  Howe. 

Mrs.  R.  Del  Southerland,  on  leave  from  Vietnam,  whose  husband 
is  U.P.I.  Political  Correspondent  in  Saigon. 

Mr.  Keith  W.  Watkins,  Headmaster,  N.S.W.  School  for  the  Blind, 
North  Rocks,  Sydney,  Australia,  and  Mrs.  Watkins. 
Mrs.  Pho  Thi  Lang  Tai,  founder  and  headmistress  of  the  Elemen- 
tary School  for  Blind  Girls,  Cholon,  Saigon,  South  Vietnam. 
Mr.  Feroze  Moos,  Bombay,  India,  Director  of  Phansa  Agriculture 
School  north  of  Bombay,  and  Mrs.  Shireen  Moos. 
Dr.  Yoshinobu  Hirakata,  Tokyo,  Japan. 






Senior  High  Halloween  Dance 
Junior  High  Halloween  Party 






Perkins  "General  Election" 



Honoring  Helen  Keller 

3:00  p.m. 



Career  Day— Professional 



May  and  Moulton  Cottages  Open 










First  Christmas  Concert— Dwight  Hall 
(Not  for  Parents) 

3:30  p.m. 



Lower  School  Christmas  Parties 
Pupil  Caroling 



Second  Christmas  Concert— Dwight  Hall 
(Not  for  Parents) 

8:00  p.m. 



Upper  School  Christmas  Parties 



Final  Assembly  10:30  a.m.— Vacation  begins  at  12:00  noon       | 

Anagnos  and  Bradlee  Cottages  Open 

Final  Christmas  Concert  for  Parents  and  Staff- 

Dwight  Hall 

8:00  p.m. 







Offices  and  Library  Reopen 






Mid-Year  Exams  Begin 



Mid-Year  Exams  End 




Student  Council  Winter  Dance— Dwight  Hall 

8:00  p.m. 



Lincoln's  Birthday— Blaisdell  Day 



Winter  Recess  Begins  at  Noon 

Glover  and  Potter  Cottages  Open 




Offices  and  Library  Reopen 




Career  Day— Non-Professional 



OPEN  HOUSE-Parents'  Luncheon 




Easter  Recess  Begins  at  Noon 
Fisher  and  Eliot  Cottages  Open 





Special  Appeal  for  the 

Children  of  the  Silent  Night 

A  deaf-blind  infant  needs  a 
teacher's  love  and  care,  and 
guidance  into  the  hidden 
world  around  him. 

THE  annual  appeal  for  deaf-blind  children 
at  Perkins  has  a  special  urgency  this 
year.  The  recent  rubella  epidemics  produced 
a  large  number  of  infants  congenitally  blind 
and  deaf.  They  are  now  approaching  school 
age,  and  seeking  admission. 

We  are  being  faced  to  expand  our  facili- 
ties greatly,  and  the  need  for  financial  as- 
sistance is  urgent  and  unprecedented  in 
amount.  We  feel  sure  we  can  count  on  the 
generosity  of  our  friends  at  this  time. 




FEBRUARY   1969 

Cover  Pho+o_Each  night  of  the  year  the 
floodlit  Perkins  tower  shines  over  the  cann- 
pus.  It  is  clearly  visible  from  the  Massa- 
chusetts Turnpike  across  the  Charles  River. 

Table  of  Contents 

The  Perkins  Brailler:  A  Brief  History 

Christmas  Concerts — Include  Unusual  Feature 

Editorial:  Time:  Our  Greatest  Need   12 

Perkins  Honors  Retiring  Bursar  14 

The  Countenance  of  Helen  Keller 17 

Tribute  to  Helen  Keller 


On  and  Off  the  Campus   20 

Essay  Competition  on  The  Perkins  Brailler   24 

Brailler  Essay  Competition 
See  back  cover  of  this  Lantern. 

The  Perkins  Brailler — un- 
changed since  the  first  models 
were  produced  by  David 

The  Perkins  Brailler:  A  Brief  History 

E.  J.  Waterhouse,  Director — Perkins  School  for  the  Blind 
and  formerly  Manager  of  the  Howe  Press 

THE  ORIGIN  of  the  Perkins  Brailler 
probably  can  be  traced  to  a  neg- 
ative decision  made  by  Dr.  Gabriel 
Farrell,  the  fourth  Director  of  Per- 
kins shortly  after  he  assumed  office 
in  1931.  In  conversation  w^ith  Mr. 
Robert  W.  Irwin,  then  the  Director 
of  the  American  Foundation  for  the 
Blind,  he  was  told  that  blind  users 
found  the  braille  writer  currently 
being  made  by  the  Howe  Press  un- 
satisfactory. Mr.  Irwin  described  it 
as  "of  poor  workmanship  and  un- 
original design."  The  Foundation  at 
that  time  was  developing  a  better 
writer  which  was  shortly  to  be  pro- 
duced by  the  L.  C.  Smith  Company 
and  which  during  its  time  was  prob- 
ably the  best  writer  available. 

Because  of  this  conversation.  Dr. 
Farrell  ordered  the  Howe  Press  to 
cease  production  of  its  machine, 
which  at  that  time  was  being  made 
in  a  Machine  Shop  with  only  two 
employees.  Each  machine  was 
slightly  different  from  the  others 
and  tolerances  were  not  very  ac- 
curate. However,  he  recognized  the 
need  for  a  better  machine  and  was 
hoping  that  he  would  find  someone 
who  could  design  one. 

In  1934,  Mr.  David  Abraham 
joined  the  staff  as  a  teacher  in  the 
Industrial     Arts     Department.     He 

demonstrated  quickly  that  he  was 
a  superior  workman  with  his  hands. 
During  the  summer  months  when 
the  school  was  closed,  he  was  em- 
ployed by  Mr.  Nelson  Coon,  who 
in  those  days  was  in  charge  of 
Maintenance,  in  a  number  of  proj- 
ects which  he  carried  out  with  great 

It  became  known  to  members  of 
the  staff  that  Mr.  Abraham  had  had 
some  experience  in  machine  design, 
having  worked  with  his  father  in 
England,  who  was  a  manufacturer 
of  stairrails.  Mr.  Abraham  designed 
a  machine  which  produced  the  up- 
right rods  of  a  stairrail  more  effec- 
tively than  had  been  done  before. 

Somewhere  around  the  mid- 
1930s,  Mr.  Coon  suggested  to  Dr. 
Farrell  that  Mr.  Abraham  be  in- 
vited to  design  a  new  braille  writer. 
Dr.  Farrell  consulted  with  me.  At 
that  time,  I  was  a  teacher  of  Math- 
ematics in  the  Perkins  Upper  School 
and  I  was  asked  to  draw  up  specifi- 
cations for  such  a  writer.  Mr. 
Abraham  and  I  had  many  long 
discussions  as  to  what  was  desirable 
in  such  a  machine  and  what  should 
be  avoided  and  he  agreed  to  see 
what  he  could  do. 

The  Brailler  contains  nnany  precision  parts.  Skilled  workers  are  needed 
to  keep  the  Brail lers  and  other  appliances  flowing  towards  our  customers 
all  over  the  world:  left — Antonio  Cimino,  right — Charles  Cyr. 

FROM  then  until  the  outbreak  of 
war  in  1941,  Mr.  Abraham  de- 
voted much  time  in  a  small  work- 
shop in  the  basement  of  his  home  to 
working  on  a  model.  He  would 
constantly  discuss  with  me  certain 
features  which  he  thought  might  be 
incorporated,  but  as  far  as  I  know 
no  one  saw  either  a  sketch  or  any 
kind  of  a  model  until  just  about  the 
outbreak  of  war  when  Mr.  Abra- 
ham brought  to  us  a  machine  which 
in  all  essentials  and  in  many  details 
is  identical  with  the  production 
model  which  is  now  in  general  use. 

The  war  intervened.  During  these 
years,  a  few  of  the  Perkins  pupils 
were  given  an  opportunity  to  ex- 
periment with  the  prototype  ma- 
chine. All  found  it  excellent. 

Shortly  after  the  war  ended,  I 
succeeded  Mr.  Frank  C.  Bryan  as 
Manager  of  the  Howe  Press  and 
Mr.  Abraham  was  made  Chief 
Engineer.  The  operations  of  the 
press  were  brought  up  from  South 
Boston  and  placed  on  the  Perkins 
Campus  and  the  Trustees  author- 
ized the  production  of  a  thousand 

It  took  from  1946  to  1951  to 
carry  out  the  development  of  the 
Brailler.  My  own  responsibility  was 

two-fold.  By  demonstrating  the  pro- 
totype model  mentioned  above 
wherever  I  could,  I  was  to  de- 
termine, if  possible,  the  potential 
market  for  a  writer.  Secondly,  I  was 
to  give  Mr.  Abraham  all  assistance 
that  he  needed  in  the  hiring  of 
personnel  and  in  other  ways. 

Those  five  years  were  full  of 
frustrations.  It  soon  became  ap- 
parent that  we  could  sell  far  more 
than  a  thousand  of  these  machines 
if  the  production  model  were  as 
satisfactory  as  the  handmade  orig- 
inal. Indeed,  before  a  single  one 
was  distributed,  the  Trustees  had 
agreed  to  increase  the  initial  pro- 
duction order  to  2,000,  most  of 
which  were  already  sold. 

The  Howe  Press  is  not  a  wealthy 
organization  and,  indeed,  over  half 
its  capital  was  spent  in  the  develop- 
ment of  this  one  item  before  a 
single  penny  came  back  in  return. 
Fortunately,  our  sales  have  made  it 
possible  to  restore  our  capital  to  its 
former  size.  Mr.  Abraham  fre- 
quently held  up  production  for 
weeks  or  months  while  he  was  satis- 
fying himself  that  some  part  of  the 
mechanism  would  stand  up  under 
repeated  use.  This  was  time  well 
spent,    though    a    number    of    our 

would-be  customers  did  not  think  so 

The  machine  which  he  had  in 
mind  was  one  in  which  precision 
was  all  important  and  in  which 
tolerances  were  so  fine  that  wear 
and  tear  would  be  at  a  minimum 
and  that  noise  would  be  reduced. 
In  the  end,  the  writer  he  developed 
has  more  precision  parts  than  many 
watches  and  in  this  respect  is  far 
superior  to  anything  made  before. 

THE  acceptance  of  the  Perkins 
Brailler  is  well  known.  Since 
1951  nearly  50,000  machines  have 
been  made  and  they  are  currently 
in  use  in  seventy-five  countries  be- 
sides the  United  States.  To  the  best  i 
of  our  knowledge,  not  a  single  ma-  1 
chine  has  yet  worn  out. 

Mr.  Abraham  retired  in  1961 
and  is  currently  enjoying  an  active 
life  in  Florida  involving  much 
swimming  and  boating.  Mr.  Harry 
J.  Friedman  became  manager  of  the 
Howe  Press.  He  has  increased  the 
production  rate  of  braille  writers 
considerably  through  the  years 
while  maintaining  the  same  high 
standards  of  quality  for  which  the 
writer  is  notable. 

Howe  Press  employees  include:  fop 
left — Lawrence  Parlee,  fop  righf — 
Richard  Brown,  below — Frank  Connor, 
far  below — Alex  Sinclair. 

The  many  parts  and  sub-assemblies  are  finally  brought  together 
to  be  assembled  into  a  Brailler.  The  machine  contains  more  pre- 
cision parts  than  many  watches. 

In  the  assembly  room 
Joseph  Pineau,  left. 

iiii^it  V- f  1  %%^^5^6t 

The  Upper  School  Chorus 

Christmas  Concerts 
Include  Unusual  Feature 

THE  two  traditional  Christmas 
Concerts  for  the  pubHc,  as  well 
as  the  third  one  for  parents  and  the 
faculty,  were  given  as  usual  during 
December  1968. 

While  the  first  half  of  the  pro- 
gram followed  very  much  the  pat- 
tern followed  for  many  years,  in- 
cluding traditional  carols  by  both 
Upper  and  Lower  School  Choruses 
and  a  very  popular  Calypso  Carol 
with  instrumental  accompaniment, 
the  second  half  of  the  program  was 

This  consisted  entirely  of  The 
Christmas  Story,  A  Child's  Version 

by  Carl  Orff . 

This  musical  production  gave 
wonderful  opportunities  for  our  pu- 
pils who  have  been  learning  such 
instruments  as  recorders  and  a  va- 
riety of  percussion  instruments  to 
participate.  This  part  of  the  pro- 
gram came  under  the  direction  of 
Mrs.  Judith  Bevans  who  has  studied 
with  the  composer,  Carl  Orff,  in 
Europe.  For  the  acting  parts  we 
made  valuable  use  of  our  Junior 
High  level  boys,  whose  voices  are 
in  the  process  of  maturing,  as 
Shepherds  and  Kings. 

Michele  Torpey 

A  Child's  Version 


Carl  Orff 

Joseph  Palano 

Frank  Allen  Christopher  Palano 

Three  Kings: 

Larry  Johnson,  Melchior  Stephen  Varan,  Gaspar  Jeffrey  Connolly,  Balthazar 

Mary:  Patrice  O'Brien  Joseph:  Allan  Dow 

Angel:  Gerald  DeFort 
Below:  Frank  Allen,  Christopher  Palano,  Joseph  Palano 

Left — Joseph:    Allen    Dow    (lower   school),    right — Mary:    Patrice 
O'Brien  (lower  school). 

Three   singers   from    the    Lower   School:    left,    Jo-Anne    Newcomb, 
center,  Susan  A.  Ronnboldi,  right,  Douglas  Hunter. 

Left — Anne  M.  Archam- 
bault,  right— BWs  Hall,  Jr., 
boffom — Brian    S.    Margie. 


Soprano — Jan  Geddis,  Anne  Archambault,  Sandra  Mountain 
Soprano — Mrs.  Sue  W.  Reed,  Mrs.  Judith  Bevans 
Alto- — Rubens  Marshall,  Theodore  Alger 
Tenor — Robert  Beaulieu 
Bass — Mrs.  Judith  Bevans 

Violin — Gerald  Doody,  Mark  Blier 
Viola — Brian  Margie,  Paul  Bauguss 
Bass — Ellis  Hall,  Jannes  Turner 
Lute — John  Baker 

Glockenspiel — Jean  Harbberts,  Linda  Marquis,  Kathy  Eannes 
Metal lophone — Peggy  Holland 
Marimba — Roger  Cicchese,  Susan  Jones.  Jannes  Oleson.  Ellis  Hall 
Triangle — Patricia  Mitchell 
Tympani — Larry  Montgomery 
Sleigh  Bells — Susan  Jones 
Gong — Gary  Anderson 
Tambourine — Sandra  Mountain 
Tom-Tom — Harvey  Greenberg 

Cymbals  and  Finger  Cymbals — Russell  Deming,  Gary  Anderson 
Chimes — Harvey  Greenberg 
Bass  Drum — Douglas  Lawford 


Gaspar:  Stephen  Baran 

Balthazar:   Jeffrey    D.   Connolly 




Founded  1829 

A  private^school  for  blind  and  deaf -blind  girls  and  boys 

A  member  since  1947 

The  New  England  Association  of  Colleges  and 

Secondary  Schools 


Time:  Our  Greatest  Need 

BACK  in  the  times  when  M.  Coue 
was  world-famous,  wishful 
thinkers  encouraged  themselves 
with  the  statement  that,  ''Every  day 
and  in  every  way  things  are  getting 
better  and  better." 

No  wishful  thinking  is  involved 
in  the  statement  that  every  day  in 
education,  as  in  other  fields,  things 
get  busier  and  busier.  There  are  more 
and  more  subjects  to  investigate  and 
study,  while  childhood  and  adoles- 
cence span  the  same  number  of 
years  as  ever. 

Curricula  become  more  and  more 
varied.  New  courses  are  added,  new 
approaches  to  old  subjects  are  tried 
out.    The    mail    brings    fascinating 

pamphlets  daily  describing  new 
equipment,  new  teaching  aids  and 
new  materials.  All  of  them  clamor 
for  time-consuming  investigation 
and  evaluation.  Where  there  was 
formerly  one  text  and  no  other 
choice,  teachers  now  have  many  to 
investigate.  Teaching  media  special- 
ists are  becoming  of  increasing  im- 
portance, but  they  are  still  in  short 
supply.  Even  when  available,  time 
is  needed  to  communicate  their  find- 
ings meaningfully  to  the  teachers 
who  want  to  use  them. 

In  the  education  of  the  blind  and 
deaf-blind,  there  are  additional 
claims  on  our  time  as  new  tech- 
niques are  developed.  The  introduc- 


tion  of  mobility  in  recent  years  is  an 
outstanding  example.  Mobility  is 
unquestionably  a  great  boon  to 
many  blind  men  and  women,  per- 
haps the  greatest  development  since 
the  days  of  Louis  Braille.  How- 
ever, much  time  must  be  found  for 
it  in  the  schedule,  but  not  at  the 
expense  of  other  vital  subjects. 

We  hear  much  of  time-saving  de- 
vices in  the  home  and  inasmuch  as 
these  allow  us  to  employ  house- 
wives, who  otherwise  would  be  tied 
to  their  kitchens,  they  are  of  great 
benefit  to  schools.  But  time-saving 
devices  in  the  classroom  are  neither 
widespread  nor  very  effective. 
Teaching  machines  are  still  experi- 
mental and  we  do  not  have  them. 
Programmed  instruction  seems  de- 
signed more  to  enrich  and  enlarge 
course  content  than  to  reduce  the 
time  assigned  to  courses. 

With  the  increased  richness  of 
life  and  growing  complexity  of  the 
entire  teaching  process,  the  need  for 
closer  and  more  constant  com- 
munication between  individuals 
grows.  As  a  result,  there  are  more 
and  more  faculty  meetings,  staff 
meetings  and  committee  meetings 
all  the  time.  Nor  has  there  ever 
been  so  great  a  need  for  re-training 
staff,  nor  so  many  courses  available. 
All  these  are  time-consuming. 

Research  activities  proliferate 
daily,  including  that  modern  men- 
ace the  questionnaire  which  usually 
shows  no  recognition  of  the  value 
of  time.  University  instructors  in 
encouraging  these  practices  are  ma- 
jor offenders.  Requests  for  pupils 
as  research  subjects  increase  yearly, 
and  even  the  task  of  deciding 
whether  the  results  justify  the 
school  hours  lost  can  be  time- 
consuming  in  itself. 

SURELY  one  of  our  great  needs 
today  is  for  a  clearer  recognition 
that  time  is  limited.  Congress  can 
pass  bills  and  dispense  funds,  but 
cannot  add  five  minutes  onto  a 
week.  Instead,  by  demanding  an 
ever  increasing  volume  of  reports 
and  keeping  of  records,  government 
agencies  at  all  levels  have  made 
notable  inroads  on  the  time  at  our 

The  allotment  of  our  hours  and 
days  is  one  of  the  most  sensitive 
tasks  we  face.  Heaven  forbid  that 
we  should  add  another  course  to  the 
curriculum  on  "The  planning  of 
one's  time,"  but  somehow  we  need 
to  acquire  a  greater  appreciation  of 
time  and  its  best  use  for  a  rich  and 
rewarding  life  for  pupils  and  teach- 
ers alike. 


Edw^ard  J.  Waterhouse,  Director 


Fabian  Bachrach 

Perkins  Honors  Retiring  Bursar 

PERKINS  officially  opened  its  137th 
year  of  service  to  visually  handi- 
capped boys  and  girls  September  10, 
1968  with  a  Staff  Dinner  at  the 
school  attended  by  Trustees,  Fac- 
ulty, Staff  and  their  spouses.  Four 
hundred  and  seventy  were  present. 
The  occasion  was  noted  by  the 
tributes  paid  to  the  Guest  of  Honor, 
Mr.  J.  Stephenson  Hemphill  who 
retired  last  August  after  serving  for 
thirty  years  as  Bursar.  He  directed 
the   business   affairs   of  the  school 

through  a  period  of  major  growth 
made  necessary  by  the  blindness  of 
large  numbers  of  prematurely  born 
infants  in  the  late  1940s  and  early 

The  discovery  that  this  was  the 
result  of  exposure  to  excessive 
amounts  of  oxygen  in  hospital  in- 
cubators came  too  late  to  save  the 
sight  of  thousands  of  infants,  many 
of  whom  came  to  Perkins  for  their 


J.  Stephenson  Hemphill 

J  Stephenson  Hemphill  is  a  native  of  Tarentum,  Pennsylvania 
.  from  whose  high  school  he  was  graduated  in  1919.  He  obtained  a 
B.S.  Degree  from  Washington  and  Jefferson  College  in  Washington, 
Pennsylvania  in  1923  and  an  M.B.A.  from  Harvard  Graduate 
School  of  Business  Administration  in  1926. 

Long  a  resident  of  Watertown,  he  was  employed  as  Sales  Promo- 
tion Manager  for  the  Lewis-Shepard  Company.  Following  service 
with  Esso  Marketers  Oil  Heating  Division  and  the  P.  C.  Leonard 
Company,  he  joined  the  staff  of  the  Perkins  School  for  the  Blind  in 
March  1938  as  Bursar  and  retained  this  position  until  he  retired  in 
August  1968. 

Mr.  Hemphill  directed  the  business  affairs  of  the  school  during 
its  period  of  greatest  expansion.  As  a  measure  of  this  growth,  it 
should  be  noted  that  in  1936  the  school  spent  $171,000.00.  Among 
his  last  duties  was  to  assist  in  the  preparation  of  the  1968-1969 
budget  which  is  in  excess  of  $2,600,000.00. 

Mr.  Hemphill  took  charge  of  the  construction  of  a  number  of 
buildings  on  the  campus,  the  last  of  which  was  the  spectacular  Re- 
search Library. 

Mr.  Hemphill  was  a  member  of  the  National  Association  of  Edu- 
cational Buyers  and  was  very  active  in  the  affairs  of  the  New  Eng- 
land Chapter.  In  1952,  he  was  one  of  the  founders  of  the  Massachu- 
setts Association  of  Non-Profit  Schools  and  Colleges.  He  is  a  Trustee 
of  the  Watertown  Savings  Bank. 

In  1927  he  married  the  former  Sue  Rawlings  of  Baltimore.  They 
have  a  daughter,  Mrs.  Frederic  Gardner  of  Wellesley  and  a  son, 
Steve,  Jr.  of  Watertown  and  seven  grandchildren. 

In  retirement,  the  Hemphills  will  be  living  on  Wheelers  Road, 
Marston  Mills,  on  Cape  Cod. 

Dr.  Edward  J.  Waterhouse,  the 
Director  of  Perkins,  presided  over 
the  dinner  which  was  attended  by 
Dr.  Augustus  Thorndike,  the  Presi- 
dent of  the  Board  of  Trustees  and 
Mrs.  Thorndike.  Seven  other  mem- 
bers of  the  Board  of  Trustees  were 
present,  including  Mr.  Samuel 
Cabot,  Vice-President,  Mr.  Ralph 
B.  Williams,  the  Treasurer,  and 
Mr.  John  W.  Bryant,  Assistant 

Dr.  Thorndike  presented  Mr. 
Hemphill  with  a  Revere  Bowl  and 
a  Citation  which  said  in  part,  'The 
school  will  long  be  indebted  to  you 

for  the  superior  business  practices 
which  you  have  instituted  for  us." 

Among  those  present  were  Mrs. 
Hemphill  and  their  daughter,  Mrs. 
Frederic  Gardner,  and  Mr.  Gard- 
ner of  Wellesley  and  their  five 

Dr.  Waterhouse  presented  Mr. 
Hemphill  with  a  check  from  the 
faculty  and  staff  and  read  the  fol- 
lowing tribute  to  him: 

"In  his  Quarterly  Report  dated 
March  9,  1938,  Dr.  Farrell  stated 
to  the  Trustees,  'Perhaps  the  most 
important  event  in  the  quarter  has 
been  the  creation  of  the  new  posi- 


tion  of  Bursar  which  has  been  filled 
by  Mr.  J.  Stephenson  Hemphill — a 
graduate  of  the  Harvard  School  of 
Business  Administration.'  Dr.  Far- 
rell  explained  that  the  Bursar  was 
to  handle  the  business  affairs  of  the 
school  and  was  also  to  make  a  study 
of  the  sales  program  at  the  Work- 
shop. This  latter  aspect  of  his  du- 
ties is,  perhaps,  the  most  impor- 
tant,' Dr.  Farrell  added. 


o  ONE  in  1938  could  foresee  the 
changes  which  would  take 
place  at  Perkins  in  the  thirty  years 
that  followed  that  Report,  or  the 
many  important  contributions  Mr. 
Hemphill  would  make  to  the  school. 
To  face  the  challenges  of  the  retro- 
lental  wave,  we  had  to  be  strong,  and 
Mr.  Hemphill  provided  us  with  the 
material  and  organizational  strength 
we  needed.  He  started  with  what 
was  virtually  a  one-girl  office  and  a 
pair  of  bookkeepers  and  a  scant 
supply  of  business  records.  He  had 
in  his  Department  on  retirement,  in 
addition  to  Mr.  Booker,  Mr.  Mac- 
Intyre  and  Mr.  Harrington,  about 
twenty  charming  and  efficient  ladies 
who,  far  from  being  the  luxury 
some  might  imagine,  are  indispens- 
able to  our  modern  needs  and  our 
all-important  records  are  in  won- 
derful shape. 

'^But  the  Workshop,  which  loomed 
large  among  his  early  responsibil- 
ities, is  gone  forever,  closed  in  June 
1952.  Mr.  Hemphill  played  his  part 
in  its  demise,  and  the  explanation 
was  typical  of  the  man.  The  Work- 
shop no  longer  met  the  human 
needs.  The  human  side  of  every 
problem  has  been  the  important  one 
to  him,  and  in  this  he  has,  indeed, 
been  true  to  the  spirit  that  has 
guided  Perkins  since  its  founding. 

"'T'ODAY  we  face  a  new  challenge. 

1  Greater  in  its  implications  than 

the  retrolental  wave  of  the  fifties  is 

the  Rubella  wave  of  today.  Physically 
we  are  well  equipped.  Mr.  Hemp- 
hill has  steered  nine  major  building 
projects  to  completion:  the  Bursar's 
house,  the  Director's  house,  the 
Techbuilts,  the  Maintenance  Build- 
ing, the  new  Gym,  the  Howe  Press 
Machine  Shop,  the  Air  Raid  Shel- 
ter, the  Foods  Building  and  the  new 
Library;  and  has  brought  our  two 
new  buildings  for  the  deaf-blind 
through  their  planning  stages.  He 
has  directed  immeasurable  improve- 
ments in  existing  buildings. 

"Each  of  these  projects  has 
helped  us  to  our  present  stature 
and  we  need  them  all.  But  more 
important  is  the  personnel  who 
man  them  and  whose  well-being 
has  been  his  constant  care.  Our 
Retirement  Plan,  said  to  be  one  of 
the  best  in  the  region,  our  Blue 
Cross-Blue  Shield  Master  Med  Plan 
and  the  annual  survey  of  non-pro- 
fessional salaries,  all  of  which  bear 
his  imprint,  are  evidence  of  his 
concern  for  us  all  as  human  beings. 
He  has  made  sure  that  when  em- 
ployees come  to  Perkins  and  give 
us  the  service  we  need,  no  obstacles 
on  Perkins'  part  will  prevent  them 
from  making  a  career  with  us. 

"Down  on  the  Cape,  in  what  we 
all  hope  will  be  a  long  and  happy 
retirement,  Mr.  Hemphill  can  draw 
pleasure  from  knowing  that  Perkins 
is  moving  forward  from  the  firm 
foundations  he  has  laid  in  thirty 
years  of  willing  devotion  to  the 
school.  We  shall  miss  his  ready 
eagerness  to  tackle  every  daily  task 
— but  we  shall  profit  from  the  high 
standards  of  business  management 
he  bequeathed  to  his  successor  Mr. 
Baumgartner  and  us  all." 




Helen  Keller 
In  Japan 

The  Countenance  of  Helen  Keller 

ONE  afternoon  last  summer,  Mrs. 
Georgie  Holden  Heath,  Miss 
Polly  Shahan,  Dean  Elizabeth  Ben- 
son, President  Leonard  Elstad,  and 
myself  all  drove  over  to  the  Na- 
tional Episcopal  Cathedral  to  at- 
tend the  Memorial  Service  for 
Helen  Keller. 

The  choir  from  the  Perkins 
School  for  the  Blind  in  Watertown, 
Massachusetts,  led  in  the  singing 
during  the  service.  Someway  I 
thought  they  sang  with  a  bit  more 
feeling  than  usual  because  they 
were  singing  for  one  of  their  own. 
Dean  Benson  interpreted  into  the 
language  of  signs  the  remarks  by 
Senator  Lister  Hill  of  Alabama,  a 
friend  of  the  family.  Someway  I 
thought  Miss  Benson  interpreted 
with  just  a  bit  more  feeling  because 
the  message  was  about  a  deaf  per- 

Scattered  throughout  the  cathe- 
dral one  could  see  a  few  persons 
interpreting  in  the  deaf-blind  man- 
ual language  for  those  like  Miss 
Keller,  those  who  could  neither 
hear  the  choir  from  the  Perkins 
School,  nor  read  the  language  of 
signs  from  the  pulpit,  nor  hear  Sen- 
ator Hill.  Their  quiet  presence 
someway  made  the  stillness  of  the 
cathedral  seem  even  more  all-pre- 
vailing than  usual. 

I  remember  being  at  the  Perkins 
School  in  Watertown  near  Boston 
at  the  dedication  of  the  Anne  Sul- 
livan Macy-Helen  Keller  Building. 
Miss  Keller  seemed  so  jubilant  and 
her  face  so  radiant  when  she  spoke 
about  the  building  and  what  it 
would  mean  for  her  sisters  and 
brothers  throughout  the  world.  Her 
shining  countenance  was  the  out- 
standing feature  on  the  entire  pro- 

I  remember  seeing  Miss  Keller  at 
the  Volta  Bureau  many  years  ago 
officiating  at  a  dedication  cere- 
mony. She  was  in  a  jovial  mood 
and  seemed  to  fit  herself  to  the 
happy  occasion.  Her  countenance 
had  such  a  happy  expression. 

But  the  most  lasting  impression  I 
have  of  Miss  Keller's  face  was  at 
the  cathedral  in  1936  at  the  Me- 
morial Services  for  her  teacher, 
Anne  Sullivan  Macy.  Dorothy 
Grow  Kraft,  Elizabeth  Benson,  and 
myself  had  gone  with  the  students 
from  Gallaudet  College  to  the  Na- 
tional Episcopal  Cathedral.  The 
services  were  held  in  the  crypt  late 
in  the  afternoon  when  it  was  be- 
coming dark.  The  three  of  us  sat  at 
different  places  in  the  chapel  so  the 
students  could  more  easily  see  our 
hands.  From  where  I  sat  I  could 
see  the  pale  profile  of  Helen  Kel- 


ler's   face   as   she  turned   to   catch  last  August,  I  remembered  so  viv- 

every  word   that  Polly  Thompson  idly  that  unforgettable  countenance 

was  translating  into  her  hands.  that  I  had  seen  many,  many  years 

And  that  is  the  face  that  I  shall  ago  in  the  crypt  of  the  cathedral 

always  remember  of  Helen  Keller,  and  I  marveled  again  at  the  courage 

pale,  tense,   and  with  eyes   gazing  Helen   Keller   had   displayed   then 

upward    into    the    darkness.    Her  and  over  the  years  since  her  teacher 

teacher  had  gone  and  it  had  left  a  had  departed, 

void  in  her  life  that  never   again  Powrie  V.  Doctor 

could   be   filled.   In   the   afternoon  Gallaudet  College 

twilight  her  face  became  even  more  Washington  D  C 

white.  She  had  to  gain  a  courage,  a  5      ,     •     • 

spiritual  courage,  in  order  to  help  Editor's  Note: 

her  to  go  on  alone  through  the  long  The  above  tribute  to  Helen  Keller  was 

years  to  come  without  the  presence  4?®^  ^^v  ^''  ^°5^°;.+^^'^  ^['''j?^.""^'  '"  ^'^ 

of  the  one  individual  who  had  first  ^'^^]^^?'  +0  h.s  fr.ends.  his  kind 

,  ^  ,         ^t                             r       ,„_   J  permission,    we    are   reprinting    it    m    The 

taught  her  the  meanmg  of  a  word,  lantern. 
As  we  sat  in  the  cathedral  again 

Tribute  to  Helen  Keller 

ON  October  25,  1968,  the  John  Milton  Society  paid  tribute  to  Helen 
Keller  who  had  been  their  President  for  many  years.  At  the  service 
which  took  place  in  the  Chapel  in  the  Interchurch  Offices  on  Riverside 
Drive  in  New  York  City,  Helen  Hayes,  a  deaf-blind  former  student  at 
Perkins  and  one  of  the  eight  winners  of  Anne  Sullivan  Awards  given  in 
1966,  spoke  the  following  tribute  to  her  friend  Helen  Keller: 

HERE,  in  the  quiet  of  this  sanctuary,  I  am  happy  and  deeply 
moved  to  have  been  asked  to  take  part  in  this  memorial 
service  for  Helen  Adams  Keller. 

I  first  met  Helen  Keller  when  I  was  a  mere  youngster  in 
school,  and  over  the  years  I  was  to  come  to  know  her  intimately 
well.  The  many  countless  hours  we  shared  together  alone  are 
now  a  cherished  memory  from  which  nothing,  not  even  death, 
can  separate  me. 

Helen  had  an  indomitable  will,  a  quality  I  was  always  to  ad- 
mire. For,  except  we  with  a  multiple  handicap  and  a  high  goal 
in  life,  are  imbued  with  this  stubborn  determination,  we  can 
barely  hope  to  have  even  a  glimpse  of  success. 

Whatever  Helen  Keller  put  her  mind  to  do  she  would  do, 
and  no  one  and  nothing  could  move  her.  Her  road  was  rough,  her 
hill  steep,  but  she  never  faltered.  She  was  radiant — joyous.  Her 
torch  on  high,  she  went  onward  and  upward,  never  losing  sight 
of  that  glorious  something  we  call  victory.  And  when  at  last  she 
had  attained  it,  she  was  triumphant,  seeming  to  cry  out,  "Come, 
follow  me!  educators,  teachers,  and  my  blind  and  deaf-blind  fel- 
low-creatures, come,  follow  me!  The  way  has  been  difficult,  but 
I  have  come  that  way,  and  because  I  have  come  that  way  it  has 
been  prepared  for  you!  Come,  follow  me."  This,  then,  was  Helen 
Keller's  charge  to  us. 


Helen's  task  was  done — finished,  and  I  am  confident  that  on 
that  June  day,  when  she  crossed  the  bar  and  came  face  to  face 
with  her  Pilot,  he  could  say  to  her,  "Well  done,  thou  good  and 
faithful  servant." 

Helen  was  a  voice  that  pierced  the  stillness:  a  light  that  pene- 
trated the  darkness — a  darkness  deeper  than  a  starless  night. 

Perhaps  this  beautiful  life  is  best  described  when  we  say  that 
to  the  countless  thousands  she  was  "A  lamp  unto  their  feet,  and 
a  light  upon  their  path."  I  believe  that  I  am  right  when  I  say  that 
Helen's  own  victory  over  a  triple  handicap  was  due  in  large  part 
to  her  towering  faith,  and  to  her  sublime  disregard  for  obstacles. 

Now  gone — forever  gone  beyond  our  human  reach — we  are 
comforted  in  the  assurance,  through  a  Christian  faith,  that  she 
and  her  beloved  Teacher,  liberator,  companion  and  friend,  have 
been  reunited  in  the  Kingdom  of  a  God  who  cares.  A  God  who 
loved  them,  and  loves  them  still — as  do  we  all. 

It  would  seem  that  our  finest  monument  to  Helen  Keller  would 
be  that  we  forever  keep  that  torch  on  high — an  eternal  flame — 
and  never  lose  touch  with  that  poignant  cry,  "Come,  follow  me!" 
Her  ambassadors  in  the  well-fought  battle  for  the  liberation  of 
all  future  generations  of  the  Silent  Night,  let  us  be  faithful  to  her 
fondest  wish,  the  well-being  of  the  deaf -blind  everywhere! 

On  this  occasion  also,  a  double  quartet  of  Perkins'  pupils  sang  in  tribute 
to  Helen  Keller.  Accompanied  by  Mr.  Paul  L.  Bauguss,  Director  of  Mu- 
sic; Mr.  Leonid  Milius,  who  accompanied  them  on  the  organ  and  Miss 
Maria-Pia  Antonelli  of  the  music  faculty,  they  flew  down  to  New  York 
for  the  day.  They  were  as  follows:  Soprano,  Andrea  Demling,  Charlotte 
Leffers;  Alto,  Patty  Mitchell,  Dorothy  Donovan;  Tenor,  Ellis  Hall, 
Russell  Deming;  Bass,  Gerald  DeFort,  Roger  Cicchese. 

Helen  Hayes  (Mrs.  William 
Hayes)  right,  with  Mrs. 
Gertrude  Stenquist  of  the 
Perkins  Faculty.